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대구대학교 한국특수교육문제연구소> Asia-Pacific Journal of Intellectual Disabilities (APJID)

Asia-Pacific Journal of Intellectual Disabilities (APJID) update

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수록정보
수록범위 : 1권1호(2014)~5권1호(2018) |수록논문 수 : 57
Asia-Pacific Journal of Intellectual Disabilities (APJID)
5권1호(2018년 06월) 수록논문
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In Korea, the issue of self-determination and rights of people with disabilities is very important. In recent years, the social atmosphere for the self-determination, choice, and rights advocacy of people with developmental disabilities has increased. As a result, various issues related to people with developmental disabilities and social awareness about policy making are increasing. Progress has been made in the social movement related to people with developmental disabilities, including the enactment of laws to promote and guarantee the rights of people with developmental disabilities. Nevertheless, there is still a lack of understanding and social prejudice about people with developmental disabilities. Therefore, this study intends to examine the basic concepts and values of self-determination of people with developmental disabilities, from a general perspective on self-determination of people with disabilities. Through this, we intend to identify its importance and significance and to provide a basis for establishing value.

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This research aims to assess the effectiveness of a siblings support programme conducted at a large intellectual disability service provider in Singapore. The organization provides a range of services to people with moderate to severe level of intellectual and developmental disabilities. Participants in the programme were siblings of these clients aged between 13 to 20 years old. Using quantitative data obtained from questionnaires administered to 59 participants and quliative content analysis obtained from open-interview questions administered with 8 of the participants over a 5 year period from 2012 to 2016, the results were analysed to examine if the programme had met its intended objectives: 1. Create opportunities for siblings to obtain peer support, 2. Encourage discussion among siblings about their own personal identities and emotions, and, 3. Enabling siblings to lead future support groups. Overall, the results showed that the siblings support programme had encouraged sharing among participants and allowed them to develop friendship bonds with one another. It is hoped that discussion of these findings would encourage more practitioners to focus on supporting the needs of these siblings.

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Higher order thinking is derived from the idea - most familiarly from the Bloom's Taxonomy - that some processes require more cognitive processing than others, particularly to synthesize various pieces of information, apply new learning across different contexts and evaluate its effectiveness. The fundamental goal for educators in special education would be for their students to eventually gain independence - and this would undoubtedly be made easier if they have the higher order thinking skills to make rational decisions based on the knowledge and facts they know in their daily and working lives. The teaching and learning of higher order thinking skills would therefore associate with the Living, Learning and Working Outcomes - the mantra of which the Special Education Curriculum Framework in Singapore is based upon. However, there is limited research on the tools and pedagogies that can structure and facilitate the development of higher order thinking skills in students with intellectual disabilities (ID). As a result, students with ID may not have been adequately taught the strategies and structures that can help them to attain, develop or express higher order thinking skills. The GO Chart is an instructional strategy which involves active reading practices, such as metacognition through self-questioning techniques. This paper aims to research if the GO Chart can be used as a pedagogical tool to develop students' higher order thinking skills through creative writing. The process focuses on the highest three levels of the Bloom's Taxonomy: Analysis, Synthesis and Evaluation. Students with mild ID would be expected to synthesize the events that occurred in a story they have read to create a new and alternate storyline. They would also be required to evaluate their work by using a checklist. A pre-test and two post-tests were carried out to determine the success of using the GO Chart in enhancing students' higher order thinking skills, which were assessed through a set of rubrics at the end of each cycle. Unexpected outcomes such as cooperative learning and self-initiated intra-group correction were also discovered. Lastly, some limitations, challenges faced in this study and possible future implementations will also be discussed.

4'TO DREAM THE IMPOSSIBLE DREAM': AN EXPLORATION OF THE PERCEPTIONS OF ADULTS WITH LEARNING DISABILITIES ON ACCESSING AND MAINTAINING EMPLOYMENT.

저자 : Shyamani Hettiarachchi , Lasanthi Daskon-attanayake , Dilini Walisundara

발행기관 : 대구대학교 한국특수교육문제연구소 간행물 : Asia-Pacific Journal of Intellectual Disabilities (APJID) 5권 1호 발행 연도 : 2018 페이지 : pp. 44-53 (10 pages)

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Although symbolically through the ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in February 2016, the Sri Lanka government has pledged support for equal access to employment, the number of persons with disabilities accessing the workforce at present is negligible. In spite of the aim to 'leave no one behind', arguably the persons with intellectual disabilities remain the most disadvantaged even within the community of persons with disabilities, and continue to be 'left behind' from accessing education and employment. This study aimed to explore and document the perceptions of adults with learning disabilities on accessing and maintaining employment. Unstructured in-depth qualitative interviews were conducted with 16 adults with intellectual disabilities. A qualitative analysis of the interview data was undertaken using the key principles of Framework Analysis to uncover emergent themes. One key theme to emerge was of restricted opportunities to access employment of any form, whether volunteer or paid, or sheltered or mainstream. The only participant in part-time employment was in an unpaid volunteer position arguably reflecting a charity model of disability. When opportunities were available to engage in paid work, in the case of two participants, they reflected contentment, even if appearing vulnerable to exploitation. All the participants not in employment at present, shared 'dreams' of accessing to employment in the future, some in realistic fields and some in currently unrealistic fields, often wanting to emulate their siblings. Adults with intellectual disabilities share similar hopes and dreams of employment, in the face of limited frameworks to support transition from education to employment. In order to achieve 'employment for all', national inclusive employment frameworks need to be developed at a policy level, which encourage the 'supported employment model'4 of job-matching and on-the-job training.

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The demographics of U. S. public school student populations have changed dramatically in recent years. As a result, many high-school English language learners (ELLs) fall far behind the level of achievement expected for their grades. Policy guidance requires schools to include ELLs achievement and English language proficiency as part of a statewide system of accountability. Despite research highlighting the importance of improving reading and mathematics for ELLs, very few studies have focused on how ELLs perceive the process of learning reading and mathematics. To ensure the academic readiness of these students, schools must better understand how they experience learning. Unfortunately, almost no research has attempted to understand how high-school ELLs of Korean heritage learn reading and mathematics. This qualitative study focuses on the way in which high-school Korean ELLs learn reading and mathematics in their second language, English, and which teaching approaches they prefer. The participants differed in the ease and confidence with which they learned these subjects. However, regardless of whether they were learning to read or do mathematics, the participants showed a similar understanding of learning, intertwined with personal, school, and societal factors and contexts. Korean ELLs showed mixed preferences regarding content-specific and general practices. Future research directions and the limitations of this study are also discussed.

6ANALYSIS OF TEACHER NEEDS TO OVERCOME BARRIERS LOCOMOTOR BASE MOTION FOR CHILDREN WITH MENTAL RETARDATION IN INCLUSIVE SCHOOL

저자 : Nur Laily Irmawati , Abdul Salim , Dwi Aries Himawanto

발행기관 : 대구대학교 한국특수교육문제연구소 간행물 : Asia-Pacific Journal of Intellectual Disabilities (APJID) 5권 1호 발행 연도 : 2018 페이지 : pp. 70-78 (9 pages)

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The problem in this research is what teachers need to overcome basic locomotor barriers for children with mental retardation in inclusive schools. This study aims to find out what teachers need to overcome the barriers of locomotor movement in children with mental retardation in inclusive schools. The study was conducted on four sports teachers in three inclusive schools in Surakarta, Indonesia. Data collection techniques were interviews of four sports teachers in inclusive schools, observations made during sports lessons and documentation. Data analysis techniques used descriptive qualitative using Miles and Huberman model analysis. Based on the results of the research can be seen that children with mental retardation in inclusive schools that have barriers in doing locomotor motion walking, waking and jumping, sports teachers in inclusion schools using media and games in every learning but the media and games can only be used by students common and can not be used to overcome basic locomotor motion barriers in children with mental retardation. it can be concluded that sports teachers in inclusive schools state that they need media and games that can be used to overcome basic locomotor barriers to the children with mental retardation in inclusion schools.

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The purposes of the study were to identify the effects of preservice adapted physical education (APE) teachers' educational levels and teaching experiences on attitudes and beliefs toward assessment about fitness of students with intellectual disabilities. The 375 data was collected to determine the purposes of this study from the preservice APE teachers in department of APE or adapted physical activity (APA) in South Korea. Based on the results of the study, the beliefs of preservice APE teachers had significant differences between educational levels and teaching experiences with students with intellectual disabilities, but attitudes of preservice APE teachers did not. Although the attitudes of preservice APE teachers did not have significant differences, the teaching experiences of preservice APE teachers who had teaching experiences with students with intellectual disabilities had higher attitudes toward assessment about fitness of students with intellectual disabilities than those who did not have teaching experiences. Therefore, the educational levels and teaching experiences with students with intellectual disabilities of preservice APE teachers positively influenced the attitudes and beliefs toward assessment about fitness of students with intellectual disabilities.

8COUNTRY REPORT - INDIA

저자 : Sumathi Morgan

발행기관 : 대구대학교 한국특수교육문제연구소 간행물 : Asia-Pacific Journal of Intellectual Disabilities (APJID) 5권 1호 발행 연도 : 2018 페이지 : pp. 90-96 (7 pages)

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In recent years, the Philippine Association for Intellectual Disabilities (PAFID) has forged partnership with the Early Childhood Care and Development (ECCD) Council to ensure that the Philippines focuses on building a strong foundation for development and learning of children including those with intellectual disabilities during the early years of zero (0) to four (4) and support the full range of health, nutrition, early education and social development for the child's holistic development and warrant sustained interagency and multisectoral collaboration. The Early Childhood Education Program for Intellectual Disabilities in the Philippines is anchored on laws, namely, Republic Act No. 7277 (1992) or An Act Providing for the Rehabilitation, Self-Development and Self-Reliance of Disabled Persons and Their Integration, Republic Act 9288 or Newborn Screening Act of 2004, and Republic Act No. 10410 or the Early Years Act (EYA) of 2013. PAFID participated in ECCD programs and projects that integrate the concerns of children with intellectual disabilities. These include the National Child Development Center, Early Childhood Teacher Education Program, Development of System for Early Identification, Prevention, Referral and Intervention, Learning Resource Packages for Pre-Kindergarten and Standards and Guidelines for Center-Based Early Childhood Programs for 0 to 4 years old Filipino Children.

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공주대학교 광주교육대학교 University of British Columbia(CANADA)
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