ScholarWorks@Korea University: Son, Seung Hyun

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Son, Seung Hyun (손승현)

College of Education (Department of Education)

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Tel 2307
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학습장애:9||메타분석:5||쓰기:4||장애대학생:4||통합교육:4||ADHD:4||긍정적 행동지원:4||포커스 그룹 인터뷰(FGI):3||reading intervention:3||preservice teacher:3||연구동향:3||학습부진:3||학습곤란:3||learning difficulties:3||예비교사:3||경도지적장애:3||learning disabilities:3||읽기:3||지적장애:3||특수학교:3||college students with disabilities:3||Reading:2||자기조절전략교수:2||질적연구:2||evidence based intervention:2||Universal Design for Learning:2||Behavioral Consultation:2||Inclusive Education:2||Learning Disabilities:2||자기조절전략:2||교육과정중심평가:2||writing:2||쓰기능력:2||긍정적 행동중재와 지원(PBIS):2||Writing:2||동향분석:2||reading achievement:2||learning satisfaction:2||지속가능발전교육:2||Education for Sustainable Development:2||ESD:2||Dyslexia:2||난독증:2||reading:2||읽기 중재:2||reading strategy:2||educational strategies for students with Asperger Syndrome:2||ClassWide Positive Behavior Support:2||OECD:2||writing instruction:2||evidencebased practice:2||ResponseToIntervention(RTI):2||Inclusive education:2||Emotional and behavioral disorder:2||문장제 문제:2||어휘:2||증거기반 중재:2||introduction to special education:2||inclusive education:2||CEC/INTASC standards:2||elementary mathematics:2||문제행동:2||정서․행동장애:2||발달장애:2||Special School:2||wordproblem:2||metaanalysis:2||청각장애:2||쓰기교수:2||POW+TREE:2||CEC quality indicators:1||독립변인 분류 기준:1||수학:1||Literature Review:1||Curriculumbased assessment of Vocabulary:1||시각장애학교:1||포커스그룹 인터뷰:1||Competency:1||Types of Problem Behavior:1||Meta Analysis:1||기능평가:1||행동적 자문:1||Beliefs about intelligence:1||지능신념:1||Special Educational Needs (SEN):1||Empathic ability:1||여성영재:1||CBM:1||Multicultural education:1||leaning disabilities:1||teacher training program:1||학교현장실습:1||Social support:1||Ground Theory:1||학습지원:1||qualitative study:1||예비교사교육:1||Response to Intervention(RTI):1||writing ability:1||중재반응 모델:1||ProblemBased Learning(PBL):1||Developmental Disability:1||대학생 보조교사제:1||SRSD(자기조절전략):1||융통성:1||개념교수:1||Underachiever:1||Differentiated Instruction.:1||Autism spectrum disorder (ASD):1||Individualized supports (Tier 3):1||개별화된 지원(3단계):1||Focus group interviews (FGI):1||US Dyslexia Law:1||행동 컨설팅:1||PostSecondary Course:1||SingleCase Research:1||예측 타당도:1||장애 대학생:1||Corona Virus Disease 2019 (COVID19):1||Developmental Disabilities(DD):1||Academic achievement test:1||국제비교:1||교수방법:1||Vocabulary:1||특수교사 인식:1||SNE):1||Teacher Training Curriculum:1||융합교육과정:1||문제행동 유형:1||Response to Questions:1||청소년 자폐 학생:1||School levels:1||Validation from others:1||타인인정추구:1||영재교육:1||읽기장애위험군:1||SRSD:1||설명하는 글쓰기:1||학교현장실습 프로그램:1||미래 학습장애:1||사회적 지지:1||질적지표:1||반전설계:1||Learning difficulties:1||service learning:1||elementary mathematics intervention:1||순회교육:1||writing activities after reading:1||creative writing:1||Educational Support:1||Special Education Support Center Teacher:1||교육적 지원:1||Wh questions:1||행동기술훈련(BST):1||교수학습지도안:1||난독(증) 학생 지원 조례:1||모바일 어플리케이션. 받아쓰기:1||대상자간 중다간헐기초선설계:1||Mobile Application:1||Multipleprobe design across participants:1||MetaAnalysis:1||curriculum based assessment:1||경험과 지원 요구:1||College Students with Disabilities:1||Focus Group Interview (FGI):1||지원 요구:1||일상생활기술:1||Accountability:1||기초학력 진단:1||Learning disability:1||Mathematics:1||Research trends:1||교양교육:1||low achievement:1||MindMap strategy:1||Composition:1||작문의 길이:1||학교급:1||사회학적 범주:1||social model of disability:1||Gifted women:1||Vocabulary Intervention:1||Research Trends:1||iPads:1||SRSD Instruction:1||Future Education Design:1||Students with Learning Disabilities:1||research trend:1||장애대학생 지원:1||mathematical knowledge:1||CEC/INTASC 기준:1||자기효능감:1||초등수학:1||통합교육형 순회교육:1||문제중심학습(PBL):1||Social Withdrawal:1||The SelfRegulated Strategy Development (SRSD):1||보편적 학습 설계 (Universal Design for Learning):1||Class engagement:1||전공과:1||validation:1||Visual Impairment:1||Parenting Experiences:1||양육 경험:1||CEC 질적 지표:1||Screening Criteria:1||Reliability and Validity:1||Schools for the blind:1||Positive behavior supports:1||Focus group interview:1||Mild Intellectual Disabilities:1||low achievers:1||교육과정중심 어휘평가:1||vocabulary:1||영재학생과 일반학생:1||SelfRegulated Strategy Development(SRSD):1||AtRisk for Reading Disability:1||RTI:1||질분석:1||teacher training:1||College students with disabilities:1||설명하는 글쓰기 전략:1||learning support:1||중재반응모델(RTI):1||EvidenceBased Practice:1||Metaanalysis:1||SCAMPER methods:1||interest:1||concept based instruction:1||Individualized Instruction:1||특수교육지원센터 교원:1||Positive behavior interventions and supports (PBIS):1||Lesson Plan:1||보편적 학습설계:1||미국 난독증 법:1||자기점검법:1||Intellectual disability:1||Dictation:1||CBA:1||코로나19:1||Supports Needs:1||Daily Living Skills(DLS):1||Focus Group Interview(FGI):1||책무성:1||선별준거:1||프로젝트학습:1||CEC 질적 기준:1||읽기이해:1||읽기중재:1||students with learning disabilities:1||마인드맵:1||읽기·쓰기 교수:1||measurement:1||이중매개효과:1||Successful intelligence:1||초등영재학생:1||Hearing impairment:1||중재반응모델:1||technology:1||장애정체감:1||LD:1||college support for students disabilities:1||현상학적 연구:1||phenomenological study:1||social studies:1||특수교육학개론:1||자기조절 쓰기전략교수:1||사회과 수업:1||Picture Exchange:1||writing competence:1||쓰기 자기효능감:1||fluency:1||스캠퍼 기법:1||흥미:1||아스퍼거 장애 교육방법:1||자폐스펙트럼장애:1||Behavioral Skills Training (BST):1||수업참여 행동:1||Special school:1||타당화:1||Parents:1||기초학력:1||Research Methodologies:1||신뢰도와 타당도:1||Perception of special education teacher:1||특수교육요구(Special Needs Education:1||교수역량:1||SNE(Special Needs Education):1||SRSD Reading Comprehension:1||ADHD성향 아동:1||Positive Behavioral Support:1||mild intellectual disabilities:1||students with mild intellectual disabilities:1||Gifted and General Students:1||Double mediation effect:1||공감능력:1||쓰기 능력:1||다문화교육:1||Expository Writing:1||Comparecontract Strategy:1||교육 디자인:1||학업적응:1||The disability identity:1||Academic adjustment to college:1||Qualitative Study:1||expository writing strategy:1||reversal design:1||experience on the university life:1||사회중재:1||knowledge domains:1||초등수학중재:1||증거기반교수:1||순회교사:1||Augmentative and Alternative Communication:1||SpeechGenerating Devices:1||사례 연구:1||originality:1||유창성:1||독창성:1||개별화 교육:1||차별화 교육 (Differentiated Instruction):1||단일대상연구:1||학부모:1||효과크기:1||제1저자:1||교육과정중심사정 어휘검사도구:1||Projectbased learning:1||University general education:1||Student with ADHD tendency:1||writing intervention:1||Autism Spectrum Disorder:1||Reading and Writing strategy:1||vocabulary curriculumbased assessment:1||진단도구:1||Selfdetermination motivation:1||자기결정성 동기:1||Gifted elementary school students:1||성공지능:1||intellectual disability:1||quality evaluation of intervention study:1||증거기반실제:1||교대중재설계:1||research synthesis:1||장애대학생 연구 동향:1||대학생활경험:1||사회과 지식 분류:1||preservice education:1||봉사학습:1||Selfregulated strategy development instruction:1||selfefficacy:1||완전통합:1||Social Studies:1||Problem Solving Ability:1||문제해결력:1||읽기 전략:1||학업 성취도:1||독서록 창의적 글쓰기:1||수업설계:1||학습부진아:1||Sentence speaking:1||그림교환의사소통체계(PECS):1||Intellectual disabilities:1||Perceptions and support needs:1||경험과 지원요구:1||Practical Application:1||predictive validity:1||Basic learning skills:1||3tiered support model:1||Independent variable classification criteria:1||Size of effect:1||First Author:1||교원연수 교육과정:1||Convergence education:1||CEC Qualitative Indicators:1||Functional Assessment:1||Behavioral consultation.:1||쓰기중재:1||질문에 대한 반응:1||SEN:1||Gifted education:1||어휘중재:1||hearing impairment:1||비교대조 전략:1||Preservice Teachers:1||quality indicators:1||alternatingintervention design:1||Learning disabilities:1||수학적 지식:1||특수학급 미설치교:1||Inclusive itinerant education:1||itinerant teacher:1||Inclusion:1||교육봉사:1||학습 만족도:1||instructional design:1||아스퍼거 장애 특성:1||Picture exchange communication system (PECS):1||Wh 질문:1||문장 말하기:1||Positive Behavior Interventions and Supports (PBIS):1||적용 실제:1||Ordinance for Supporting Stu dents with Dyslexia:1||Selfmonitoring:1||Developmental Disabilities:1||교육과정중심평가도구:1||생활지도 컨설팅:1||진전도 신뢰도:1||progress reliability:1||시각장애:1||Experiences and Support Needs:1||International comparison:1||기초학력 지원 3단계 모델:1||

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