정신지체학생의 발 형태 특성 분석

정진자 ( Jin-ja Chung ),석정희 ( Jeong-hee Seok ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.1

본 연구는 정신지체학교학생의 발 특성을 살펴보기 위해 전라도 지역의 정신지체 중학부학생 정신지체학생 92명과 비장애학생 94명을 대상으로 실시하였으며 발의 유형분류를 위한 직접계측은 정신지체학생 92명을 실시하였으며, 편평족의 출현율을 비교 분석하기 위한 간접계측은 비장애학생 94명과 직접계측에 참여한 정신지체학생 92명을 실시하였다. 발의 부위별치수는 산업자원부 기술표준원(1997)에서 제시하는 기준에 따라 행하였으며 발과 관련이 있는 것으로 나타난 신장, 체중을 측정하였으며 발의 부위별 치수는 발길이, 발너비, 발둘레,발뒤꿈치너비, 바깥복사점높이 등의 항목을 측정하였다. 또한 좌.우 발의 차이는 없는 것으로 나타났으므로 오른쪽 발만을 측정하여 얻어낸 결과 첫째, 정신지체학생의 발달이 비장애학생에 비해 느리기 때문에 발길이, 발둘레, 발뒤꿈치너비는 작지만 발너비와 바깥복사점 높이는 오히려 그 수치가 크다는 것을 알 수 있었다. 또한, 정신지체학생은 족시수를 기준으로 유형을 분류하면 표준형이 비장애학생 보다 적고 상대적으로 세장형과 광단형의 비율이 높다. 둘째, 정신지체학생은 족선각 특성에 있어서 변형형이 비장애학생보다 더 많고 족선각이 정상인 발이 비장애학생보다 적다. 그리고 정신지체학생은 비장애학생에 비해 정상의 발이적고 편평족이 많다. 또한 정상체형의 경우에는 정상의 발을 가진 경우가 많았고 이상체형일경우에는 비정상의 발 즉 편평족을 가진 경우가 많다. The purpose of this study was to compare the characteristics of foot shapes between mentally retarded students and nondisabled students. The objects of this study were 92 mentally retarded students and 91 nondisabled students in JeollaProvince. The results of this study were as follows: First, because the development of them is slower than that of the nondisabled students, the foot length, the foot circumference, and the heel width of the mentally retarded students were small. However, the foot width and the outside malleolus height were rather large. In the foot index, the ratio of standard type in the mentally retarded students was lower than that of normal students and relatively the ratios of slender type and broad type were higher.Second, in Metatarso-Phalanx Angle, the mentally-retarded students had the modified types more than the nondisabled students and the normal type less than them. In the type of Clarke Foot Print Angle of the mentally retarded students, Normal foot was 34.8%, Low flatfoot was 55.8%, and Middle flatfoot was 9.8%. In the nondisabled students, Normal foot was 55.5%, Low flatfoot was 39.4%, and Middle flatfoot was 5.3%. As a result, the mentally retarded students had normal feet less than the nondisabled students and flatfeet more than the nondisabled students. Also, when the mentally retarded students were obese, they all had low flatfeet. In the overweight, 16.7% of them had normal feet and 83.3% low flatfeet. In the normal weight, 41.4% of them had normal feet, 53.7% low flatfeet and 4.9% middle flatfeet. In the lack of weight, 33.3% of them had normal foot, 50.0% low flatfeet and 16.7% middle flatfeet As a result, in the normal weight many of them had normal feet, while in the abnormal weight many of them had flatfeet.The objects of this study were randomly selected. the nondisabled students were selected at the specific church in Jeonju. So there are some limitation in the extension of the result of this study to all mentally retarded students and normal students. the nondisabled students were the middle school students of 13-15 ages, but the range of ages of the mentally retarded middle school students was wider than that of the nondisabled middle school students. According to these results, I``d like to offer some suggestion as follows: First, the objects of this study were in Jeollanam-do and Jeollabuk-do Province. So, by researching the objects of wider areas in the following study, the research result is expected to be generalized and help to make footwear like shoes. Second, I compared the mentally retarded students with the nondisabled students according to school years in this study. The study according to ages is needed and also the research objects for foot shape are needed to expand. Third, in this study the foot shapes were compared. In the following study the research of the suitable footwear for the mentally retarded students is needed.

장애대학생의 진로결정 자기효능감과 진로성숙의 영향 변인

정진자 ( Jin Ja Chung ),임명희 ( Lim Mung Hee ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

본 연구는 장애대학생의 진로결정 자기효능감과 진로의식의 차이와 그에 영향을 미치는 변인을 살펴보기 위하여 전북지역 대학생 109명(장애대학생 39명, 일반대학생 80명)을 대상으로 진로결정 자기효능감과 진로의식 설문조사를 실시한 결과 첫째, 대학생의 진로결정 자기효능감은 장애유무에 영향을 받는 것으로 나타났으며 장애대학생이 비장애대학생에 비해 진로결정 자기효능감이 부정적으로 나타났다. 둘째, 대학생의 진로성숙도는 독립변인 중 장애유무에 영향을 받는 것으로 나타났으며 즉진로성숙도에서 일반대학생에 비해 장애대학생의 진로성숙도가 낮게 나타났다. The purpose of this study was to investigate factors related to the self-efficacies for career decision and career-maturities of college students and college students with disabilities. This paper researches and analyzes the self-efficacies for career decision and the career-maturities from 109 college students (39 disabled students, 70 able-bodied students) in Jeollabuk-do. These are the results of the comparative study. The first, the comparative study discloses that a physical disorder has influence on the self-efficacy for career decision. A disabled student shows a negative attitude about self-efficacy for career decision. A physical disorder has influence on the subordinate-spheres; to collect job information, to set a goal, and to evaluate oneself. A disabled student shows a negative attitude more than an able-bodied student does. There is no variable influence on other subordinate-spheres; to set a plan and to solve a problem. The second, a physical disorder among independent variables has influence on career-maturity. A disabled student has a lower career-maturity than an able-bodied student has. There are no variables to have influence on a decisive attitude, a compromise attitude an inclination among the subordinate-spheres. A disabled student has a lower independent spirit and a lower participation attitude which shows the rate of an active participation in process of decision one``s way than an able-bodied student has. The differences come from difference school years also. This paper has some limited areas. The first, there is no balance of sex and number of research object from each school year. The second, there is no enough number of disabled student to compare each disorder case The third, there is a difficulty to compare each religion and to compare each school department because there is no control of variable according to religions and school departments.

구강운동훈련이 뇌성마비아동의 언어능력에 미치는 효과

정진자(Jin-Ja Chung) 한국언어치료학회 1998 言語治療硏究 Vol.7 No.2

요리활동프로그램이 정신지체아의 서열개념에 미치는 영향

정진자 ( Jin Ja Chung ),박현아 ( Hyon A Park ) 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.3

본 연구는 요리활동 프로그램이 정신지체아의 서열개념에 미치는 영향을 살펴보기 위하여 전남 목포시 정신지체학교 초등부에 재학중인 아동 4명을 대상으로 요리활동과 관련된 문헌을 기초로 하여 물리적 변화를 아동들이 쉽게 관찰할 수 있고 요리방법을 다양하게 적용할 수 있으며 기초 식품군이 골고루 포함되어 있는 요리 중 아동이 흥미 있어 하는 요리를 15가지 선택하여 요리활동 프로그램을 1주일에 3회씩 20회기를 실시하여 정신지체아동의 길이 개념과 크기 개념에서 변화 크게 나타났으나 양, 무게, 수개념에서는 변화가 적었다. 이는 대상아동의 정신연령과 서열개념의 발달과의 관련에 의한 결과라고 생각된다. This study is designed to shed light on the influence of a program for cooking activities on the order conception of mentally handicapped children. With this in mind, the researcher conducted a cooking-activity program three times a week (a total of 20 sessions) attending an elementary school for mentally retarded children located in Mokpo, South Cholla Province. The findings can be summarized as follows. First, the program is effective in developing the subjects`` conception of length. Child 3 showed the greatest change in the development of the conception of length, while Child 4 showed a low change and Child 1 and Child 2 didn``t show any change. Second, the program is effective in developing the subjects`` conception of size. Child 1 and Child 3 showed the greatest change in the development of the conception of size. Changes were seen in Child 2 and child 1 in the right order. This means that the cooking activities turn out to be very effective in the development of the subjects`` conception of size. Third, the program is lowly effective in developing the subjects`` conception of volume. Child 3 showed a few changes, while Child 1, Child 2, and Child 4 showed no change at all. Fourth, the program is lowly effective in developing the subjects`` conception of weight. Child 4 showed a few changes, while Child 1, Child 2, and Child 3 showed no change at all in terms of scores. Fifth, the program is lowly effective in developing the subjects`` conception of numbers. Child 4 showed a few changes, while Child 1, Child 2, and Child 3 showed no change at all in terms of scores. The researcher should like to make the following suggestions on the basis of the findings. First, it is necessary that effective and specific programs for cooking activities should be scientifically studied with a view to providing handicapped students with a variety of interesting activities on the basis of the results that the program enhances children``s conception of numbers. Second, this study is subjected to limitation as far as the generalization of the findings is concerned. So it is necessary that a sufficient number of subjects and a contrast group should be formed for the purpose of better study. Third, as the type of cooking available in the field is limited with relevant facilities insufficiently provided, cooking activities are not actively conducted. The researcher suggests that teachers should take a more positive interest in cooking.

제1부: 학술논문 : 예비특수교사의 뇌선호도에 따른 학습유형 분석

정진자 ( Jinja Chung ) 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.3

본 연구는 예비특수교사의 뇌선호도에 따른 학습유형의 차이를 살펴보기 위해 특수교육 전공 대학생 254명을 대상으로 뇌선호도(Brain Preference Indicator: BPI) 검사와 학습양식검사(Learning Style Inventory: LSI)를 실시하여 얻어낸 결과 다음과 같은 결론을 얻었다. 첫째, 예비특수교사인 특수교육전공 대학생의 뇌선호도 유형은 BPI 5.00 미만 기준에서는 좌뇌선호형이 많았고, BPI 4.00 미만과 BPI 4.22 미만 기준에서는 양뇌선호형이 많았다. 전공에 따라서 초등 특수교육전공 대학생은 BPI 5.00 미만 기준과 BPI 4.00 미만 기준에서는 좌뇌선호형과 양뇌선호형이 많았으며, BPI 4.22 미만 기준에서는 양뇌선호형과 우뇌선호형 이 많았다. 중등 특수교육전공 대학생은 BPI 5.00 미만, BPI 4.00 미만과 BPI 4.22 미만 기준에서 모두 좌뇌선호형과 양뇌선호형이 많았다. 유아 특수교육전공 대학생은 BPI 5.00 미만 기준에서는 좌뇌선호형과 양뇌선호형이 모두 많았고, BPI 4.00 미만과 BPI 4.22 미만 기준에서는 양뇌선호형과 우뇌선호형이 많았다. 둘째, 예비특수교사인 특수교육전공 대학생의 학습유형은 적응자, 융합자, 분산자, 수렴자 순으로 나타났다. 초등 특수교육전공 대학생은 융합자, 적응자, 분산자와 수렴자 순으로 나타났고, 중등 특수교육전공 대학생은 적응자, 분산자와 융합자, 수렴자 순으로, 유아특수전공 학생은 학생은 적응자, 융합자, 분산자와 수렴자 순으로 나타났다. 셋째, 예비특수교사인 특수교육전공 대학생의 뇌선호도 유형에 따른 학습유형은 좌뇌선호형은 BPI 5.00 미만, BPI 4.00 미만, BPI 4.22 미만 기준에서 적응자와 분산자 학습유형이 많았고, 양뇌선호형은 BPI 5.00 미만 기준에서는 융합자와 적응자가 많았고, BPI 4.00 미만, BPI 4.22 미만 기준에서는 적응자와 융합자 학습유형이 많았다. 우뇌선호형은 BPI 5.00미만, BPI 4.00 미만 기준에서는 융합자와 분산자가 많았으며, BPI 4.22 미만 기준에서는 융합자와 적응자가 많았다. 즉 좌뇌선호형 예비특수교사는 적응자와 분산자 학습유형이, 양뇌선호형 예비특수교사는 융합자와 적응자 학습유형이, 우뇌선호형 예비특수교사는 융합자와분산자 및 적응자 학습유형이 많았다. 본 연구의 결과는 예비특수교사의 뇌선호도와 학습유형 특성 그리고 뇌선호도에 따른 학습유형을 파악함으로서 예비특수교사 자신의 뇌선호도와 선호하는 학습유형을 인식하고 뇌선호도에 따른 자신의 수업방식과 학습유형이 미치는 영향을 인식하는데 시사점을 제공하였다. The purpose of this study was to find out where there is a relationship in the features of brain preference and learning style of preservice special education teachers. The subjects in this study were 254 students in Special education major. The instruments used in this study were Brain Preference Indicator(BPI) and Learning Style Inventory(LSI). The results of the present study were as follows: First, the features of brain preference of the preservice special education teachers were left-brain preference by less then BPI 5.00 points, and were both-brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. The preservice elementary education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points and less then BPI 4.00 points. And the preservice elementary education teachers were both-brain preference and right-brain preferences by less then BPI 4.22 points. The preservice secondly education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points, less then BPI 4.00 points and less then BPI 4.22 points. The preservice early childhood special education teachers were left-brain preference and bothbrain preferences by less then BPI 5.00 points. And the preservice early childhood special education teachers were both-brain preferences and right -brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. Second, the learning style of preservice special education teachers are high in order to accommodator, assimilator, diverger, converger. The preservice elementary special education teachers are in order to assimilator, accommodator, diverger and converger. The preservice secondary special education teachers are in order to accommodator, diverger and assimilator, converger. The preservice early childhood special education teachers are in order to accommodator, assimilator, diverger and converger. Third, the feature of left-brain preference was learning style of accommodator and diverger by less then BPI 5.00 points, less then 4.00 points and less then BPI 4.22 points. The feature of both-brain preference was learning style of accommodator and assimilator by less then BPI 5.00 points and less then 4.00 points and less then BPI 4.22 points. The feature of right-brain preference was learning style of assimilator and diverger by less then BPI 5.00 points and less then 4.00 points was learning style of assimilator and accommodator by less then 4.22 points. The preservice special education teachers of left-brain preference were learning style of accommodator and diverger. The preservice special education teachers of both-brain preference were learning style of assimilator and accommodator. And the preservice special education teachers of right-brain preference were learning style of assimilator, accommodator and diverger. The significance of this study findings’s was to unfold the relationship in the features of brain preference and learning style of preservice special education teachers. From the results of analysis, the followings can suggested. First, the subjects in this study were students of special education major in three Universities, Therefore, the findings might not be generalizable. And the reliability of Brain Preference Indicator(BPI) was poor. Secondly, moreover, it is necessary to investigate the a relationship In the features of brain preference and learning style of students with special needs. And it is necessary to compare the a relationship in the features of brain preference and learning style of students with special needs and special education teachers.

멀티미디어 문자학습 프로그램이 정신지체아의 단어 읽기와 쓰기에 미치는 효과

정진자(Chung, Jin-ja),강현숙(Kang, Hyun-suk) 한국언어치료학회 2001 言語治療硏究 Vol.10 No.2

초등 특수학급 교사의 통합교육에 대한 인식 -전북지역을 중심으로-

황민옥(Min Ok Hwang),정진자(Jin Ja Chung) 한국재활심리학회 2009 재활심리연구 Vol.16 No.3

The purpose of this study was to investigate perception on inclusive education of elementary special classroom teachers in Jeollabuk-Do. The subjects of this study were 185 elementary special classroom teachers in Jeollabuk-Do. A total of 117(63%) questionnaires were analyzed. The result of this study were as follows : First, in the advantage of the inclusive education, many elementary special classroom teachers recognized extremely positively the item, ‘children with disabilities can promote sociality development through interaction with a peer group . Second, in the specialty, the perception of teaching-learning method were higher in ‘they can make organization and implementation of adequate curriculum to children with disabilities . At the legal comprehension, the most special class teachers showed a high perception about ‘a responsibility on establishment of convenience facilities , the duty on planning of IEP and ‘the right on admission to a short-distance general school of children with disabilities. Third, in the problem of the inclusive education, they have trouble in operate curriculum and want to have full support to be needed in that curriculum. Fourthly, in the efficient and effective method for the inclusive education, teachers showed a high perception about ‘must develop a program and the method which integrate education for the child with disability and the general child.

확대핵심교육과정을 적용한 시각장애학교 교사의 교육경험 분석 : 근거이론을 중심으로

권선정(Kwon, Sunjeong),정진자(Chung, Jin-Ja) 한국시각장애교육재활학회 2021 시각장애연구 Vol.37 No.2

연구 목적: 확대핵심교육과정(Expanded Core Curriculum: ECC)을 적용한 시각장애학교 교사의 교육경험을 분석하는데 있다. 연구 방법: 본 연구는 ECC를 5년 이상 교육한 8명의 교사를 연구참여 교사로 선정하고, 반구조화된 질문지로 면담하였으며 Strauss와 Corbin(1998)의 근거이론으로 분석하였다. 연구 결과: ECC를 운영한 시각장애학교 교사의 경험 범주는 총 69개의 개념과 21개의 하위범주, 10개의 범주가 도출되었다. 이를 바탕으로 ECC를 운영한 시각장애학교 교사의 대처방안 유형은 ‘관계중심형’, ‘연구중심형’, ‘실천중심형’으로 나타났으며, 시각장애학교 교사가 경험한 중심현상인 ‘확대핵심교육과정 지도의 전문성 부족으로 인한 교사의 갈등’을 해결하기 위해 ‘확대핵심교육과정의 정착 및 교사 성장’을 결과 범주로 도출하면서 교사의 변화되는 모습을 상황모형 안에 개인적 차원, 학교 및 기관적 차원, 국가 및 정책적 차원으로 구성하였다. 결론: 이상의 연구결과는 확대핵심교육과정을 경험한 시각장애학교 교사가 교육현장에서 발생하는 시각장애학생의 교육적 요구에 근거한 문제점을 해결하기 위해 개인적 차원, 학교 및 기관적 차원, 국가적 차원에서 종합적인 지원이 이루어져야 함을 시사하고 있다. Purpose: The purpose of this study was to analyze the educational experience of teachers of school for the visually impaired applying the Expanded Core Curriculum(ECC). Method: This study selected 8 teachers who has been teaching ECC for more than 5 years and interviewed them with semi-structured questionnaires, and their experiences were analyzed based on the grounded theory of Strauss & Corbin(1998). Results: The experience categories of teachers of schools for the blind who operated ECC were 69 concepts, 21 subcategories, and 10 categories. Conclusion: The results of this study suggest that teachers of school for the visually impaired who have experienced the Expanded Core Curriculum should provide comprehensive support at the individual, school and institutional, national level to solve problems based on the educational needs of students with visual impairments in the field of education.

시각장애 보조공학 연구 동향 분석

송건(Song Jian),정진자(Chung, Jin-Ja) 한국시각장애교육재활학회 2020 시각장애연구 Vol.36 No.1

The purpose of this study was to analyze the research trend of assistive technology for the visual impairments and to present future research tasks and directions for the research field of assistive technology for the visual impairments. For this purpose, 51 journal papers related to visual impairments with assistive technology from 1995 to 2019 were collected and analyzed. First, it was found that there were many research topics related to recognition, current status, actual condition and demand(improvement measures). Second, the study subjects were more researches on individuals(visually impaired) than on the environment, and more studies have been conducted on individuals(visually impaired) who are in school age. In addition, there were many studies of high school students in studies of visually impaired students in school age. Third, it was found that more researches were conducted on those who are simply visually impaired than those who with multiple visual impairments. Fourth, many survey researches were conducted among the research methods, and among the experimental researches, many researches were conducted especially on those with low vision. Meanwhile, among the independent variable, there were many repetitive reading and digital textbooks based on the text media, and among the dependent variables, there existed more efficiencies in reading. Based on these research results, in future research related to assistive technology for the visual impairments, research on the effects of developing and utilizing assistive technology devices and research on visual and multiple disabilities should be expanded. 본 연구는 시각장애 보조공학 관련 연구 동향을 고찰하여 시각장애 보조공학의 연구 분야에 대한 향후 연구 과제 및 방향성을 제시하는 데 그 목적이 있다. 이를 위해 1995년부터 2019년까지의 시각장애 보조공학과 관련된 학술지 논문 51편을 수집하여 분석하였다. 연구결과는 다음과 같다. 첫째, 연구주제는 인식, 현황, 실태, 요구(개선방안)와 관련된 연구가 많았다. 둘째, 연구대상은 환경보다 개인(시각장애인)을 대상으로 한 연구가 많았으며, 개인(시각장애인)대상 연구에서는 학령기 시각장애인을 대상으로 한 연구가 많았다. 또한 학령기 시각장애인을 대상으로 한 연구에서는 고등학생을 대상으로 한 연구가 많았다. 셋째, 단순시각장애를 대상으로 한 연구가 시각중복장애를 대상으로 한 연구보다 많은 것으로 나타났다. 넷째, 연구방법에서는 조사연구가 많았으며, 실험연구에서는 저시력을 대상으로 한 연구가 많았다. 또한 독립변인은 문자매체에 따른 반복읽기와 디지털교과서가 많았으며, 종속변인은 읽기 효율성이 많은 것으로 나타났다. 이러한 연구결과들을 바탕으로 향후 시각장애 보조공학과 관련된 연구에서는 보조공학기기 개발 및 활용 효과에 대한 연구와 시각중복장애를 대상으로 한 연구가 더 확대되어 이루어져야 한다.

中国视觉障碍教育教师效能感对教师资质的自我认识的影响

王璇(Wang, Xuan),정진자(Chung, Jin-Ja),万文静(Wan, Wenjing) 한국시각장애교육·재활학회 2018 시각장애연구 Vol.34 No.3

本研究为了探索中国视觉障碍教育教师效能感对教师资质的自我认识的影响,以中国的江西,重庆,山东,浙江,安徽,江苏,深圳等七个省市地区的10所特殊教育学校中已取得教师资格证书,并且教龄在3年以上的206名视觉障碍教育教师为研究对象,根据教师资质和教师效能感测定的结果,其研究结论如下;首先,中国视觉障碍教育教师效能感在自我效能感和任务难度偏好领域中认识水平是积极的,自信感领域较为消极。其次,中国视觉障碍教育教师效能感与教师资质呈正相关关系。自我调节效能感领域对特殊教育基础知识、交际能力、教师专业素质和伦理道德、学生发展和特点、诊断与评估、教学策略、教学计划、学习环境和社会性互动、合作9大领域起到了影响;自信感领域对教师资质中的特殊教育基础知识、诊断与评估、教学计划这3大领域起到了影响;但任务难易度偏好领域对教师资质产生不了影响性的作用。以上结论,在中国视觉障碍教育教师的培养课程和教师培训项目中,需要提高教师的资质和教师效能感的方案。 The purpose of this study was to investigate the effect of teacher efficacy of teacher for students with visual impairment on the self-perception of teacher s qualities in China. The subjects of this study were 206 teachers with more than three years of experience teaching blind students at the schools for the sensory disorder and the visually impaired in Zangxi, Chongging, Sandong, Zhejiang, Anhui, Xuzhou, Nanjing, Yangzhou and Shenzhen, China. The conclusions based on the measurement of teacher qualifications and teacher efficacy are as followed; First, efficacy of the teachers for students with visual impairment in China had positive evaluation result for self-control efficacy area and task difficulty preference area but negative in confidence. Second, the efficacy of teachers for students with visual impairment in China had positive correlation to the self-perception of teacher s qualities. Self-control efficacy affected basic knowledges for special education, communication, teacher s professionalism and ethics, student s development and characteristic, diagnosis and evaluation, teaching strategy, teaching plan, learning environment and interaction, and cooperation. Self-confidence influences basic knowledges for special education, diagnosis and evaluation, and teaching plan, but task difficulty does not affect teacher s qualities. The results of this study suggest that teachers education programs and teacher training programs for students with visual impairment in China should include methods to improve the qualities of teachers and the teachers efficacy.