韓國 特殊敎育改善을 위한 綜合實能 調査

李相春,李圭植,金正權,呂光應,金東淵,權要漢,權英花 韓社大學特殊敎育硏究所 1980 特殊敎育硏究 Vol.8 No.-

A Study was done in order to collect suggestion for the improvement of special education in Korea. Through a questionaire given to the teachers and administrators in special schools and special classes, opinions and suggestions were collected concerning establishment and management of special education facilities. The subjects of this study were 351 teachers and principals with special classes and 809 teachers in 53 special schools, the number of which is the complete enumeration of them all over the country. The information was complied from October 15, 1979 to December 20,1979. According to the analysis of the data collected in this study, the following suggestions were made for the improvement of the special education in Korea. 1. The existing state of the special schools. 1) At present, the number of children receiving special education is 14,159 persons(special schools;8,052 persons, special classes: 6,107 persons), bur it only represents 4.59 percent of the total number of children requiring special education in Korea. 2) The number of subjects that are presently being taught in special education schools, who have obtained special education teaching certificates, were shown to be 72% of the male teachers and 79% of the women teachers. 3) It was shown that home environment and parents' school career for children in the special schools were at the low level. 2. The teaching viewpoint of the teachers at the special schools 1) The special teachers' general point of view on the special schools was comparatively reached to the positive level. 2) There was generally such a tendency as they gave much more consideration to the life centered education than to recovering the academic achievement on the exceptional children. 3) The level of the general teachers' attitude to the special schools and the degree of the understanding was generally about at the middle. 4) In this research, it was shown that the teachers' motive to take the special schools was comporatively to be willing. 5) It was shown that the evaluation and treatment for the special teachers was at the low level of the satisfaction, and their works were too much. 6) The urgent problems in the education of the special schools was shown with the next order in the significant level; to strengthen the synthetic administrative supports, to develop and to supply the learning materials, to develop the curriculum for the special classes, and so forth. 3. The existing state of the special classes 1) At present, the number of children receiving special education in special classes is 6,107 persons. 2) The major problems with which the existing special classes are confronted, such as correct identification, reducing the number of pupils per special classes, putting in good order of the basic facilities at the special class etc. should be solved. 3) It is an urgent problem that a long-term comprehensive plan for the establishment of special classes should be set up, because their continuity and connection with each other fields have not been considered on the establishment of them. 4. The teaching viewpoint of the teacher at the special classes 1) The special teachers' general point of view on the special classes was comparatively reached to the positive level. 2) There was generally such a tendency as they gave equal consideration to receiveing the academic achivement, to the life-centered education and to the occupational education. 3) The present special classes were shown not to have the cooperative relationship with the regular classes. Also, the level of the general teachers' attitude to the special classes and the degree of the understanding was about at the middle, but it was shown that the regular children regarded the special classes as strange. 4) The teachers' motive to take the special classes was shown comparatively to be more willing than to be reluctant. 5) It was shown that the evaluation and treatment for the special teachers was at the middle level of the satisfaction, and their works were too much. 6) The urgent problems in the education of the special classes was shown with the next order in the significant level; to strengthen the synthetic administrative supports, to develop and to supply the learning materials, and so forth. 5. The teaching viewpoint of the principals at the special classes. 1) The major problem with which the existing special classes are confronted, such as correct identification, reducing the number of pupils per special classes, putting in good order of the basic facilities at the special classroom and developing a lot of special education materials etc. should be solved without delay. 2) A great consideration should be given to select a dutiful special teacher with teaching method techniques. 3) The teaching practice for the special education should be planned to convert the school subject centered program to the life and vocational education program.

Psychological Compensation and Rehabilitation for the Handicapped

Kim, Eun-Ja 韓社大學特殊敎育硏究所 1981 特殊敎育硏究 Vol.9 No.-

聽覺障碍兒에 關한 臨床聽覺學的 硏究 : Prevalence, Causative Diseases and Audibility

李圭植 韓社大學特殊敎育硏究所 1980 特殊敎育硏究 Vol.8 No.-

This investigation was concerned with the prevalence, the causes of hearing los and audibility of hearing impaired children. Total number of subjects was 110,387 comprising 79,532 students from urban area and 30,855 from rural areas. The subjects, 79,532 students from 34 schools selected in urban area were audiologicaly examed:-51,593 students in ten elementary schools: 15,152, in ten middle schools; and 12,789, in 14 high schools-, and 30,855 students from 50 schools in the rural:-16,542 students in 27 elementary schools; 7,902, in 14 middle schools; and 6,411, in nine high schools. This survey and analizing of the data have been continued for a period of five years since 1975. Prevalence of Hearing Impairment The prevalence of the students having hearing loss over 27dB should five per 1,000 students. Those who having hearing loss over 41dB requiring special class showed 1.5 per 1,000. And 0.23 out of 1,000 students fell into a category of a 71dB hearing loss requiring special education in a deaf school. The cases with hearing loss were distributed to five categories as follows in severity according to the classification of the International Standard Organization (I. S. O.) : 0.35% mildly impaired, 0.09% moderately impaired, 0.04% moderate severely impaired, 0.02% severely impaired, and 0.003% extremely impaired. Otherwise they were pathologically classified into three types being conductive impairment, sensory-neural impairment and mixed impairment : the rates were 0.34%, 0.07% and 0.1% respectively.

Prevalence, Causative Diseases and Audibility of the Hearing Impaired Children

Rhee, Kyu-Shik,Kim, Kyung-Ja 韓社大學特殊敎育硏究所 1981 特殊敎育硏究 Vol.9 No.-

한글 點字表記法에 관한 硏究

權在善,金泰旭 韓社大學特殊敎育硏究所 1980 特殊敎育硏究 Vol.8 No.-

Objectives: To collect basic materials and data for the establishment of systematic point writing of Korean alphabet to meet the increasing demands for precison and flexibility on the part of blind children. Methods: The changes in the system and shape have been studied by exploring the literature about the system, and the degree to which the systems have been adopted by the children has been found out by the questionaire. Treatment of data: All the literature acquired about the Korea alphabet and braille writing system has been analyred by camparing the two systems with emphasis on combination of the letters of Korean alphabet and braille writing system used in Korea. The availability of both the systems were subjected to the C.R Test. Subjects of the study: The study on the availability of letter combination of Hunmengjungeum(Standard Braille writing system for Korean) was conducted on blind students in primary course, in junior highschool course and in senior high school course. The standardization of the availability was made in regard to the grades. The double-handicapped were eliminated. The results obtained are as follows. 1. The first Braille writing system was completed and declared in 1926 by Park Doo Seung, then a teacher at the National Institution of Blend and Deaf, followed by a point writing system of ancient Korean in 1963 and again in 1967 by an abreviated system. The characteristics of the Korean braille writing system is that the first letter "O", which is formal consonant of vowel syllable, is excluded in the system. 2. The Korean Braille writing system consists of letters, abreviations and punctuation. The abreviations are classified into those of letters, syllables and words and have been taught in the second grade and on. 3. In the Korean braille writing system, combined letters are sometimes confused with the abreviation. The appendix Ⅰ shows the systemetically reclassified standard system.

E. SEGUIN의 白痴敎育思想 硏究

李相春 韓社大學特殊敎育硏究所 1981 特殊敎育硏究 Vol.9 No.-

The main purpose of this study is to investigate the background of ?? educational thought: his view of 'idiots', the nature and contents of his physiological education, the principle of the moral treatment, the modernized meaning of the educational thought of 'idiots', and other points. The results were revealed through analyzing and investigating ?? education of 'idiots' by means of using books and other materials. First, ?? educational thought were chiefly shaped during the changing period of the Industrial Revolution, when the movement for the emancipation of human beings was at its peak. It was based upon Rousseau, who was influenced by Locke's empirical philosophy, Pestalozzi's modern educational thoughts, Saint-Simon school's Trinity-body, intelligence, and morality, a pattern of sensory training found in ?? deaf education and upon Itard's education of the wild boy of Aveyron,modern psychiatrists such as Pinel and Esquirol, and Lecat and Rochoux's physiology. It is Saint-Simon's thought on social reform that have put all these elements into one and ?? thought on 'the Right to Universal Education' which seem to have been influenced by Saint-Simon and his followers. Secondly, ?? acknowledged that 'idiots' could be taught, and he defined and classified 'idiots' in order to meet a teaching plan. ?? thought that a principle of human development had been internalized in 'idiots', unlike the view of Pinel and Esquirol who thought 'idiots' could not be taught. He defined 'idiots' by using primarily such things as the impairments of the nervous system and accordingly separation from the moral world.He classified 'idiots'according to their symptoms and then made teaching plans. ?? regarded the human personality as a harmonized person unified organization of activity, intelligence and will looked upon as an 'idiot'as one was lacking in the necessary integration of these three elements. His education of 'idiots'is dependent upon this view of 'idiots'. Thirdly, ?? education of 'idiots' is an educatonal system which is composed of physiological methods and moral education developed to discipline the students' morality. ?? physiological method of education is based upon an over-all, harmonized development of sensory training. Educational processes were divided into five stages according to man's developmental stages. In these processes it was emphasized that the relationships among human beings and groups are important.Also he gave his opinion on individualization and actualization.?? presented a physiological method as a way of educating 'idiots'.And the theory of this method is based upon the following principles: (1) The principle that 'idiots' can be educated.This principle is based upon the Rousseau's naturalistic education and Saint-Simon's trinity.According to this principle, ?? made it his basic principle that educational activity precedes the education of intelligence and the latter precedes the education of the will. (2) The principle that semsory education becomes a basic process of intellectual education, ?? education of the deaf, and Itard's education of the wild boy. The teaching contents of this physiological method ard classifide roughly into move-ment education, sensory education, intellectual education, and moral education. The contents are adapted to the education order according to developmental stages: the educational activity includes movement education and sensory education, as its most important task. The basic teaching processes ard classified as follows: the first stage invoves muscular movement; the second, the training of sensory organs of the nerbous system; the third, the development of basic concepts; the fourth, the dis-cipline of abstract thinking; the fifth, morality training. Fourth, ?? moral education is applied to 'idiots' under link with the physiolo-gical method, the main purpose of which is to foster its sociality. The principle came from a method of therapy used in modern psychiatry and respect for man's rights and dignity. The method is based upon affection, the teacher and the materials. It was this method and principle that may have allowed 'idiots' to have spontaneity. These serial processes ard divided into four categories which are immediate command, mediate command, passive command, and spontaneity. Especially, it was a method of individualized education. Object-lessons were emphasized in this system of education. Social contact relationships such as eating, playing, working, and so forth are also used effectively as teaching scenes. ?? thought of the moral human as self images which can be contrasted with a society based upon morality. The morality among 'idiots' was planned under the basic purpose of eventual resocialization and human moral education. The self image which is a basic requirement in the whole man is dependent upon activity, intelligence and the will. Saint-simon's Man's Right to Education, which discusses human moral improvement as the basic dieal, because the basic thought behind ?? theory on the education of 'idiots' were systematized in a physiological method of education. Fifth, a lot of experts greatly appreciated the performance of this educational method and his method greatly influenced special education and normal education. His achievements are also had an effect on modern special education. The scientific approach achieved by ?? and his view of education based upon humanism, were highly apperciated by his contemporary psychiatrists such as Esquirol, Guersant, Voisin, the Committee of Investigation of ?? achevements in Paris, the French Royal Academy of Science, and so forth. Since then, his achievements were highly acclaimed by such progressive scholars as Montessori, Decroly, Heller, and Bourneville. His thought have been developed more and more. ?? influenced the early movement to found schools for the mentally retarded in the United States. Howe, wilber and some others also played important roles. After that Montessori's method of early childhood education, Decroly's method of social education, Heller's and Bourneville's therapy education were also influenced by ?? His method had a great effect on modern education, especially on special education. The progressive view on 'idiots' as seen in ?? work, the ideal image of the educator which combines ?? humane and scientific spirit with actual practice, the hope of raising the social status of 'idiots' through education, the idea of guaranteeing education to 'idiots' the emphasis of vocational education and socialization, the method of education which emphasizes real experiences, individualization and so on, gives a lot of suggestions to modern special education.

技術進步와 經濟成長의 加速化를 위한 數理的 Model分析에 관한 硏究 : Disembody的 技術進步를 中心으로

崔大植 韓社大學H 1973 대학논문집 Vol.4 No.-

Technological Progress is a principal contributor to Economic Growth, therefore the purpose of this thesis is to prove and study on the Mathematical Model Analysis for Technological Progress and Acceleration of Economic Growth. its contents is followed: (1) Technological Progress and Economic Theory. (2) The plot of Disembodied Technological Progress Model. (3) The fix of Economic Growth Model. (4) The Connection of Disembodied Technological Progress Model and Economic Growth Model. (5) The stratigic factor of Disembodied Technological Progress for the Acceleration of Economic Growth. Disembodied Technological Progress or systematic reform is one factor for the realization of Economic Growth and Industrial Modernization. Indeed, It is long ago for role of Technology and Technological Progress to recognize the acceleration of Economic Growth, but it is the latest thing to modelize the theory of Economic Growth. It is said that Technological Progress is the process of judgement power which is formed by objective law in the practical production of human-being. This meaning is called only the Productive Technology in the Economic theory. and Technological Progress belongs to one of three meanings of Techical Innovation which is defined by J.A. Schumpeter. so to speak, it means an application to productive process of labour means or object which is formed and made newly by science and Technological Progress, and production of new good manufactured goods. The aboved defination means is the creative of new value and the depreciation of value. And the development details of Economic theory on theory on the Technology and Technological progress is followed: (1) A. Smith stands on the division of labour and capital accumulation which is basic factor for increase of national wealth and national economy. In particular, the division of labour on the Technological Progress is one factor for the promotion of labour skill and the curtailment of productive period through differentiation of labour as well as the improvement of labour productivity and increase or national wealth by invention of machine equipment. (2) J.A. Schumpeter made a fundamental distinction between invention, which was the discovery of new Technique, and innovation, which consists in the practical application of an invention in production for the market. so to speak, ① Introduction of new goods. ② Adoption of new productive methods. ③ Cultivation of new markets. ④ Occupation of new materials. ⑤ Innovation investment for industrial improvement and also, it has been brought to light for the adherence of Technological progress and Economic Growth by analysing the relation of industrial fluctuotion and Technological progress. (3) J.M. Keynes is asserted that population and capital equipment is given factor of short-run and static character in the acceleration process of Economic Growth, but Technological Progress is one outward variable. and then, is growing constently capitalistic Economy by improving labour productivity. (4) W.W. Rostow is said that two given factors or total production level is demend and supply, one factor of supply is the status of Technologica Progress. and also studied J. Robinson and R.F. Harrod theory. How did Technological Progress on the operative process of Economic Growth and how did it realize in the industrial revolution? (1) Technological Progress is the process of differentiation of labour, and development of co-operation through the invention and improvement of machine as well as establishment of industrial capital by height of organic composition of capital. (2) Technological Progress is the operated process of Economic Growth through innovation of new goods→ Occurance of new investment by the creative process of new demand→ Machanism of social production increase. (3) Technological progress is the enlarged process of labour's saves→ Increase of labour productivity→ Increase of capital. output ratio→ Possibility of mass production→ decrease of production cost→ Intensification of competitive power in the market→ Enlarge of reproduction process. Disembodied Technological Progress means the Disincarnation for new capital. and the development of production function is followed: (1) General production function: Y=F(K,L,t) (2) Hicks Model production function: Y=A(t) G(K,L) (3) Harrod Model production function: Y=G{K,A(t)L} (4) Solow Model production function: Y=G{A(t)K,L} But these production function is connected with Disembodied Technological production function. This Disembodied Technological Progress production function is followed: (1) Hicks Model: F(K,L,t)=A(t) G(K,L) (2) Harred Model: F(K,L,t)=G{K,A(t)L} (3) Solow Model: F(K,L,t)=G{A(t)K,L} (4) HHS Model: Cobb-Douglas production function model and the elasticity of substitute equalsl. As a result of the combination of Disembodied Technological Progress model and Economic Growth model. Harrod model and basic model of Economic Growth was consist of stabilized balance Growth path generally, Harrod model and neo-classial Growth model Kaldor model-Kaldor model save function and s=s(r)-was conducted it, Hicks model and neo-classical Growth model came into existence of it as only introduction of cobb-douglass production function, and Solow model and neoclassical Growth model also done. The aboved theory was proved mathematically. Finally, it has brought light on stratigic factors of accelaration of Economic Growth due to Disembodied Technological Progress. (1) Promotion of Research and Development. (2) Decision of Research Investment. (3) Development of manpower. these factors has a great influence upon material life environment of human-being and social Economic activities as well as cultural thought world. We study Science and Technology world in the modern social science fields, and then every country give impetus to accelerated Economic Growth with their Economic system.

韓國 特殊敎育 敎師養成制度 및 養成課程의 模型硏究

金炳廈,姜永祐 韓社大學特殊敎育硏究所 1980 特殊敎育硏究 Vol.8 No.-

With the effectivation of the Special Education Promotion Law, the opportunity of the public education for the handicapped in Korea has been markedly increased since 1979. This policy paper is designed to recommend a model of system and curriculum for teachers preparation of the handicapped children in Korea. In the pre-service teacher education, four years cources in college and university are a typical pattern for the preparation of special education teachers. But specialists and administrators of special education should be prepared at the level of graduate course and the para-professional personnel should be prepared at the level of junior college. The in-service training programs for the experienced teachers in the regular school should be enforced, providing the intentive professional courses in special education. The certificate of special education teachers should be honored to be a higher certification than that of regular school teachers, and the salaries of special education teachers between primary school and secondary school should be equal in the same level. For the reconstruction of special education teachers training programs, the programs should be forward to a competency/performance based teacher education(C/PBTE) to establish the accountability in teaching activities of special education teachers. In this study, to develop a competency based teacher education program needed for all teachers in common area of special education, six competency areas with 25 competencies lists have been identified by the opinions of professional teacher-educators in special education, and the field testing have been conducted by the judgement of practicing teachers from special schools and special classes. The identified competency areas are as following : the philosophical and historical aspect of special education, assessment and identification of the handicapped children, curriculum developing and instructional strategies, evaluation of educational programs and teaching results, cooperation with the interdisciplinary team, and research activities.

Educational Compensation and Rehabilitation for the Physically and Mentally Handicapped

Kang, Young-Woo,Suk, Kyoung-Sook 韓社大學特殊敎育硏究所 1981 特殊敎育硏究 Vol.9 No.-

Relationships Between Career Factors and Morale of Korean Special Education Teachers

Kang, Wi-Yung 韓社大學特殊敎育硏究所 1981 特殊敎育硏究 Vol.9 No.-