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발 간 등 록 번 호 11-1340458-000022-01 Education for Nondisabled Preschoolers and Elementary School Children to Understand Disabilities 국 립 특 수 교 육 원 ISBN 89-88785-54-1 93370 국립특수교육원

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Bricker, K., Bruder, M. B., & Bailey, D. (1982). Development integration of preschool children. Analisis and Intervention in Developmental Disabilities, 2, 207-222. Brown, M. H., Althouse, R., & Anfin C. (1993). Guided dramatization : Fostering social development in children with disabilities. Young Children, 48, 68-73. Cartledge, G., Frew, T., & Zaharias, J. (1985). Social skill needs of mainstreamed students: Peer and teacher perceptions. Learning Disability Quarterly, 8, 132-140. Cartlige, G., & Millburn, J. F.(Eds.). (1986). Teaching social skills to children: Innovative approaches (2nd ed.). New York: Pergamon.

Donaldson, J., & Martinson, M. C. (1977). Modifying attitudes toward physically disabled persons. Exceptional Children, 43, 337-341. Donaldson,J.(1980). Changing attitudes toward handicapped person: A review and analysis of research, exceptional Childre, 46, 504-513. Esposito, B. G., & Peach, W. J. (1983). Changing attitudes of preschool children toward handicapped person. Exceptional Children, 43, 202-210. Esposito, B. G., & Peach, W. J. (1983). Changing attitudes of preschool children toward handicapped person. Exceptional Children, 49, 361-363. Favazza, P. C., & Odom, S. L. (1997). Preschool childrens understanding of disability : Experience leading to the elaboration of the concept of hearing loss. Early Education & Development, 5(4), 301-309. Fiedler, C. R., & Simpson, R. L. (1987). Modifying the attitudes of nonhandicapped students toward handicapped peers. Exceptional Children, 53, 342-349. Fox, C. L. (1989). Peer acceptance of learning disabled children in the regular classroom. Exceptional Children, 56, 50-59. Gottlieb, J.(1980). Improving attitudes toward retarded children by using group discussion. Exceptional Children, 47, 106-111. Giangreco, M. F., Edelman, S., Cloninger, C. & Dennis, R.(1995). My child has a classmate with severe disabilities: What parents of non-disabled children think about full inclusion Development Disabilities Bulletin, 21, 77-91. Fielder, C. R., & Simson, R. L.(1987). Modifying attitudeds of nonhandicapped highschool students toward handicapped peers. Exceptional children, 53, 342-349. Garrett, M. K., & Crump, W. D. (1980). Peer acceptance, teacher preference, and selfappraisal of social status of learning disabled students. Learning Disability Quarterly, 3(3), 42-48.

Gresham, F. M. (1984). Social skills and self-efficacy for exceptional children. Exceptional Children, 51, 253-261. Handlers, A., & Austin, K. (1980). Improving attitudes of high school students toward their handicapped peers. Exceptional Children, 47, 228-229. Hamlin, J. M. (1981). Mainstreaming children with special needs : Using puppetry, dramatic play and literature to help young children understanding handicaps(eric Document Reproduction Services No. ED 207 302). Hallenbeck, M. J., & McMaster, D.(1991). Disability simulation. Teaching Exceptional Children, 23(3), 12-15. Heron, T. E., & Harris, K. C. (1993). The educational consultant (3rd ed.). Austin, TX: PRO-ED. Hollinger, J. D. (1987). Social skills for behaviorally disordered children as preparation for mainstraming: Theory, practice and new directions. Remedial and Special Education, 8(4), 17-27. Horne, J.(1998). Rising to the challenge. Teaching Tolerance, 7(1). Jairrels, V., Brazil, N., & Patton, J. R.(1999). Incorporating popular literature into the curriculum for diverse learners. Intervention in School and Clinic, 34(5),303-306. Jones, E.E.,& Geard, H.(1967). Foundation of Social Psychology. New York. Wiley. Lewis, R. B., & Doorlg, D. H. (1995). Teaching special students in the mainstream. (4th ed.). Englewood Cliffs, NJ: Prentice-Hall. Kelly, E. (1997). Movies-A unique and effective tool for special educators. CEC Today, 3(8), 12. Nordquist, V. M., Twardz, T., & McEvoy, M. A. (1986). Some longitudinal effects of behavioral interventions on nonhandicapped children in two mainstreamed preschools.

Peck, C. A., & Cooke, T. P. (1983). Benefits of mainstreaming at the early childhood level: How much can we expect? Analysis and Intervention in Developmental Disabilities, 3, 1-22. Prater, M. A.(1998). Using childrens literature to teach about disabilities and other issues. Presentation at the annual meeting of the Council for Exceptional children, Minneapolis. Robinson, S. M.(1999). Meeting the needs of students who are gifted and have learning disabilities. Intervention in School and Clinic, 34(4). Safran, S. P.(2000). Using movies to teach students about disabilities. Teaching Exceptional Children, 32(3), 44-47. Salend, S. J.(1984). Factors contributing to the Development of Succesful mainstreaming Programs, Exceptional Children, Vol. 50, No. 5. 406-416. Salend, S. J.(1994). Effective mainstreaming : Creating inclusive classrooms. New York:Macmillan Publishing Co. Salend, S. J.(2001). Creating Inclusive Classrooms:Effective and Reflective Practices, New Jersey Columbus, Ohio : Merrill Prentice Hall. Salisbury, C. L.(1997). Collaborative problem-solving to promote the inclusion of young children with significant disabilities in primary grades, Exceptional Children, 63(2), 195-209. Triandis, H. C. (1971). Attitude and attitude change. New York: John Wiley & Sons. Triandis, H. C., Adamopoulos, J., & Brinbeg, D. (1984). Perspectives and issues in the study of attitudis. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 21-40). Reston, VA: Council for Exceptionl Childre. Zirpoli, T. J., & Melloy, K. J. (1993). Behavior management: Applications for teacher and parents. New York: Merrill/Macmillan.

Abstract Education for Nondisabled Preschoolers and Elementary School Children to Understand Disabilities Lee, You-hoon Kwon, Taeg-hwan Kim, Hee-gyu Yoo, Jang-soon Choi, Se-min In order for special education to develop into an inclusive education system that meets the characteristics and needs of all children, including those who are disabled, there must be no prejudices and discriminations against children who are physically or mentally challenged. As the biases and negative attitudes toward persons with disabilities could eventually exert negative influences on their integration into society, these tasks must be effectively taken

care of above all else. This study, with the aim of dissolving prejudice and discrimination against the persons with disabilities by developing and disseminating materials for the "Education for Non-disabled Preschoolers and Elementary School Children to Understand Disabilities", has had consultations with experts, researched related books and other documents, analyzed the existing educational materials for understanding individuals with disabilities and conducted surveys on and interviews with teachers in the field of education. The results of the study are summarized as follows. First, the fact remains that it is difficult to secure time to educate on how to understand the children with disabilities at the nation's schools. Such a phenomenon occurs more seriously among teachers with less educational experiences as well as school managers and general education teachers without adequate understanding of the children with disabilities. To resolve this problem, either the Korea Institute for Special Education or the municipal and provincial educational agencies need to provide ideas to secure time to educate the understanding of those who are challenged. In order to solve the lack of understanding of the children with disabilities among school managers and general education teachers, various programs must be created and implemented to train the school administrators and regular teachers to expand their understanding of the persons with disabilities. Second, not only is the amount of materials available for the education of the children with disabilities insufficient, but moreover there are no systematic measures to make the most of those materials that are already developed. Therefore, diverse resources must be developed to use for educating the understanding disabilities, and already developed materials must be classified into categories for easy use along with concrete methods for utilizing such resources.

Third, education for understanding the children with disabilities is concentrated on specific periods, such as the early semester or the "Day for the Persons with Disabilities". Education to improve the perception of disabilities should be conducted in periods under an annual program. Fourth, the models or methods used to educate for understanding the persons with disabilities are centered mainly on the individuals with sensory injured (with visual or hearing impairments) or the persons with physically disabled. At educational sites, there are many children with developmentally disabled and so educational programs and teaching-learning methods to educate the understanding of the children with disabilities should be modeled after the children with developmentally challenged. Fifth, the methods to educate the understanding of the persons with disabilities are not diverse. For the efficient education of the understanding disabilities, the diverse characteristics of the persons with disabilities should be taken into account. To be successful in this matter, more diverse methods of teaching activities also need to be used by considering the characteristics of the people with disabilities. On the basis of the reality of developing an understanding and proper awareness of those who are disabled as presented above, this study report guides the "Education for non-disabled preschoolers and elementary school children to understand disabilities" in Part 1 and Part 2 for easy use by teachers on active duty. In Part 1, titled as "A General Survey of Educating the Understanding of the Children with Disabilities", I have described the necessity and purpose of educating the understanding of the children with disabilities, its study methods and procedures, various theories on educating the understanding of the children with disabilities, the current situations and problems of educating the understanding of the children with disabilities and their improvement measures

to deepen the understanding about educating the understanding disabilities by teachers on active duty. In Part 2, titled the "Programs to Educate the Understanding Disabilities and Educational Materials," I have classified types of disabilities into visual impairment, hearing impairment, mental retardation, emotional disorder, autism, learning disability and the physical impairment for easy approach to educate the understanding disabilities by teachers. At the same time, I re-categorized the already developed materials to educate the understanding disabilities into books, broadcasting programs, movies, Internet web-sites and others for diverse use at schools according to the children' levels and activities. This program is just one example of the "Education for Non-disabled Preschoolers and Elementary School Children to Understand Disabilities". I have arranged it in such a way as to allow teachers to teach the children by upgrading or downgrading the program's level as well as modifying or replacing the contents of this program by using various materials that can be obtained in everyday lives. In 2004, I am planning to develop and distribute the "Education for nondisabled Middle-and High-school Students to Understand Disabilities".

ISBN 89-88785-54-1 93370