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2. Baek, S. J. (2019). A study on the change of special education basic curriculum in Korea: Focusing on the educational goals and composition system. Journal of Special & Gifted Education, 6(2), 119-138. https://doi.org/10.33125/kdps.2019.6.2.8 

   

3. Bang, M. Y. (2006). Effects of a role-play based self-determination activity program on self-determination skills and adaptive behaviors of students with mental retardation. Journal of Special Education, 13(1), 179-200. 

4. Bean, K. H. (2004). A study on the actual status and the needs of related service with special education for special classes in elementary school. Master's thesis, Changwon National University, Gyeongnam. 

5. Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., et al. (2002). Positive behavior support, evaluation of applied support. Behavior Analyst, 25(2), 245-253. 

6. Chang, E. J. (2003). Effectiveness of a school-based multimodal intervention for attention-deficit hyperactive children. Doctoral dissertation, Ewha Womans University, Seoul. 

7. Choi, H. A., & Ko, T. S. (2011). The effects of community-based training on community adaptation and motor and process skills of children with intellectual disabilities. Journal of Korean Academy of Medicine & Therapy Science, 3(1), 116-125. 

8. Choi, J. A., & Lee, J. J. (2006). The effect of ADHD children's inadaptability act towards selfe-xpression art activities. Journal of the Korean Association on Developmental Disabilities, 10(2), 163-191. 

9. Choi, Y. I., Kim, E. J., & Park, E. Y. (2012). Review the level of quality of single subject research design in the field of Korean occupational therapy by using the journal of Korean society of occupational therapy. Korean Journal of Occupational Therapy, 20(4), 111-124. 

10. Choi, Y. J., & Kim, J. R. (2014). Systematic review on school adjustment of students with disabilities in a special class of the elementary school-focused on KCI journals. Journal of Rehabilitation Research, 18(4), 165-186. 

11. Chu, M. A., & Park, A. C. (2006). A study on relationship among elementary school student's self-efficacy, learning motivation, and adaptation to school. Journal of Child Education, 15(2), 271-288. 

12. Finn, D., Getzel, E. E., & McManus, S. (2008). Adapting the self-determined learning model for instruction of college students with disabilities. Career Development for Exceptional Individuals, 31(2), 85-93. 

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13. Gwag, E. J., & Shin, J. S. (2011). The effects of co-teaching on problem and participation behaviors of children with intellectual and teacher's and children's perception. Journal of Intellectual Disabilities, 13(3), 69-90. 

14. Han, K. G., Kim, W. H., Kang, H. J., & Jang, M. J. (2021). Prevalence, educational, placement, and characteristics of students with severe and multiple disabilities. Korean Journal of Physical Multiple & Health Disabilities, 64(3), 113-137. http://dx.doi.org/10.20971/kcpmd.2021.64.3.113 

    

15. Han, S. H., Nam, Y. S., & Lee, M. A. (2009). An exploratory study for strength-oriented special education. Journal of Emotional & Behavioral Disorders, 25(2), 239-267. 

16. Heo, E. H., Nam, J. A., Ko, B. S., Kim, J. E., Lee, C. H., & Choi, K. S. (2018). Mental health intervention for adolescents: A school-based program to address social anxiety. Journal of Anxiety and Mood, 14(2), 88-98. https://doi.org/10.24986/anxmod.2018.14.2.88 

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17. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. 

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18. Jee, J. M. (2010). Narrative inquiry about implementing inclusive education of elementary school teachers. Journal of Special Education: Theory and Practice, 11(4), 181-205. 

19. Jeong, J. Y., & Hwang, S. Y. (2020). The effect of grade-wide positive behavior support on class participation behavior of elementary school students with intellectual disabilities. Korean Journal of Special Education, 54(4), 167-192. http://dx.doi.org/10.15861/kjse.2020.54.4.167 

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20. Jeong, Y. J., & Paik, E. H. (2012). The effects of self-determined learning model of instruction on coffee brewing skills of students with mental retardation. Korean Journal of Special Education, 46(4), 29-48. 

21. Jin, M. H., & Shin, Y. J. (2016). The effects of science-based STEAM program using by flipped learning on students' learner participation. Journal of Korea Elementary Education, 27(3), 77-98. http://dx.doi.org/10.20972/Kjee.27.3.2.1609.77 

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22. Jung, H. B., Paek, E. H., & Kim, J. M. (2011). The effect of individual positive behavior support on out-of-seat and task performance behavior for student with mental retardation. Journal of Special Children Education, 13(1), 193-217. 

23. Jung, N. H. (2014). A systematic review on effects of school-based occupational therapy. Journal of Korean Academy of Sensory Integration, 12(1), 25-38. 

24. Kim, C. H., & Paik, E. H. (2011). The effects of self-determination learning model of instruction on job performance behavior for students with mental retardation. Korean Journal of Special Education, 46(1), 125-148. 

25. Kim, E. K. (2008). Teachers' perception on skills essential for elementary school success. The Journal of Special Children Education, 10(1), 23-51. http://dx.doi.org/10.21075/kacsn.2008.10.1.23 

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26. Kim, E. M., & Lee, K. H. (2015). The effects of self-monitoring on the class participation behaviors of students with intellectual disabilities. Journal of Yeolin Education, 23(2), 63-85. http://dx.doi.org/10.18230/tjye.2015.23.2.63 

    

27. Kim, H. G. (2006). Teacher's importance perception of adaptive behavior skills of students with disabilities in general education classrooms. Journal of Special Children Education, 8(3), 28-46. 

28. Kim, H. Y., & Cho, Y. K. (2009). Survey on elementary and preschool teachers' recognition of transition skills needed for children with special needs at the entrance of elementary school. Journal of Special Children Education, 11(3), 157-178. 

29. Kim, J. E., Son, Y. S., & Kim, C. E. (2012). Development of adaptive skills instrument for disabled children in elementary school and the teachers' and parents' awareness of the adaptive skills. Journal of Inclusive Education, 7(2), 53-80. 

30. Kim, J. H. (2015). The current state, the future direction, and future tasks of special education in South Korea. Journal of Special & Gifted Education, 2(2), 71-97. 

31. Kim, J. H., & Cha, J. K. (2016). A review of experimental research on children with developmental delays: Focusing on single- subject research. Journal of Emotional & Behavior Disorders, 32(2), 267-288. 

32. Kim, J. H., & Kim, H. S. (2015). School age peer program literature analysis of students with disabilities. Journal of Special Education & Rehabilitation Science, 54(1), 119-140. 

33. Kim, J. R. (2014). The structural relationship among intrinsic motivation, learning strategies, academic engagement, and academic achievement: Focusing on gender differences of high school students. Asian Journal of Education, 15(1), 93-113. 

34. Kim, J. Y. (2017). Cross and within national differences in special school placement of students with special needs: An empirical analysis. Journal of Special Children Education, 19(1), 111-136. http://dx.doi.org/10.21075/kacsn.2017.19.1.111 

    

35. Kim, M. D. (2015). A study on evidence-based practices of single subject research. Journal of Emotional & Behavior Disorders, 31(2), 129-149. 

36. Kim, S. Y., & Rhee, K. M. (2015). The effect of computer-based cognitive rehabilitation program on visual perception and ADL in children with intellectual disability. Journal of Rehabilitation Welfare Engineering & Assistive Technology, 9(2), 105-113. 

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39. Kim, Y. H. (2004). Teachers recognition of the adaptation skills of the special class student for the integrated education in the elementary school. Master's thesis, Pusan National University, Busan. 

40. Kwon, J. S. (2018). The effects of instructional situated learning program on instructional adaptations in inclusive classroom of children with intellectual disabilities. Journal of the Korean Association on Developmental Disabilities, 22(3), 121-142. 

41. Lee, D. S. (2007). Conditions of general education for successful inclusive education. Journal of Inclusive Education, 2(1), 1-27. http://dx.doi.org/ksie.2007.2.1.002 

42. Lee, H. H., Park, N. Y., Ryu, C. W., Lee, S. J., & Kim, H. (2020). Effect of occupational therapy on activity of daily living and participation of children and adolescents with intellectual disabilities: Systematic review. Korean Journal of Occupational Therapy, 28(2), 83-97. https://doi.org/10.14519/kjot.2020.28.2.07 

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43. Lee, H. S., Park, S. H., Kim, Y. J., Noh, C. S., Yoon, Y. Y., & Lee, K. M. (2015). Practice analysis among Korean school based occupational therapists. Korean Journal of Occupational Therapy, 23(4), 17-33. http://dx.doi.org/10.14519/jksot.2015.23.4.02 

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44. Lee, K. Y. (2011). The effect of strong point-oriented mediation on the development delayed children's attention and concentration. Master's thesis, Kongju University, Chung-Nam. 

45. Lee, M. A., & Han, S. H. (2010). Effects of strength-oriented intervention on activity engagement of a young child with disability. Korean Journal of Special Education, 44(4), 377-398. 

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47. Lee, S. C. (2011). The effects of anchored instruction in social studies on the attention, voluntary instruction participation and task performance of children with intellectual disabilities. Master's thesis, Korea National University of Education, Chung-Buk. 

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