精神薄弱兒에 對한 韓國人의 態度와 그 啓蒙敎育 方案에 관한 硏究 : 정신박약아에 대한 한국인의 태도와 그 계몽교육 방안에 관한 연구

최중옥 부산대학교 교육대학원 1982 교육논집 Vol.7 No.-

精神薄弱學童의 現況과 生活指導 方案에 關한 硏究

崔中玉 부산대학교 사범대학 1976 교사교육연구 Vol.3 No.1

This study atlempts to review the literature concerning the exceptional child, mentally retarded child and guidance for mentally retarded child. It will also survey and analysis the actual conditions of mentally retarded school child who attends special classes within the regular school. Through this study, the writer hopes to provide some useful guidlines in coping with the current situation. 1) Literary review: the definition of an exceptional child has been generally accepted, however, to mean either the handicapped or the gifted child: ① the child who has a physical handicap, such as a crippling condition, deafness, or blindness: ② the child who deviates mentally, whether he is very bright or very dull or mentally retarded: and ③ the child who is maladjusted or emotionally disturbed. The exceptional child is defined as that child who deviates from the average or normal child in mental, physical, or social characteris to such an extent that he requires a modification of school practice, or special educational services, in order to develop to his maximum capacity. Among the exceptional children, the mentally retarded child has been classified in various ways. They have been classified for educational purposes as ① Educable Mentally Retarded (IQ. 50.55∼70.75), ② Trainable Mentally Retarded (IQ. 25.30∼50.55),③ Totally Dependent (IQ. below 25). For those with low intelligence that is those who lost their intellectual function, living guidance is more relesent than academic or intellectual teaching. 2) The current Korean situation involving the Mentally Retarded School Child: ① Special Classes in regular school: Iterms Number Special Classes......................350 Children in the above Classes......6,931 Teachers ............................350 ② Mentally Retarded Schools: Schools...............................15 Classes..............................137 Children...........................1,645 Teachers.............................171 ③ Special Schools: (deaf, blind, physical handicapped, and mentally retarded) Schools .............................51* Teachers ...........................758* Children .........................6,480* Classes ............................598* 51*-Among these 51 schools, 15 mentally retarded schools are included. 758*-Among these teachers, 171 mentally retarded teachers are included. 6,480*-Among these children, 1,645 retarded school children are included. 598*-Among these classes, 137 mentally retarded classes are included. The actual condition of the specialeducation teachers: ① Teaching experience: General education teaching experience average 13 years, Special education teaching experience about only 1 year. ② Teaching credentiak: Qualified education (who have special education teaching credential)-39(22%) General teaching credentials-146(70%) ③ Teaching subjects: Usually teachers in the special classes try to teach and lead the subjects in areas that interest the teacher rather than satisfy the students needs or desires. This means that teachers don't understand the mentally retarded children fully. Based on the result of this survey, the writer feels it is essential that some type of living guidance plan be established for the mentally retarded children. As the plan of some guide lines for daily life: First of all, teachers, parents, and other leaders have to have a fully understanding and some sympathy about mentally retarded child in order to fully appreciate the mentally retarded child's situation and with this understanding we can treat, teach and lead them properly. Based on this knowledge of the mentally retarded, the writer provides the following methods: Individual guidance, group guidance, therapy method, habitual guidance, personality guidance, health guidance, safety guidance, and problem behavior guidance etc. Through these methods, the following teaching subjects should be following:sleeping habit, good body appearance, table manners, toilet training, learning habit, health and safety, and washing and cleaning habit, etc. For all of these, teachers must be qualified in the field of special education. As a conclusion, this study recommends the following: ① Practical experience with the special class room for the mentally retarded children. ② Reconstruction of the curriculum for the living guidance for mentally retarded. ③ Special teachers training is essential for the special education teacher for the mentally retarded.

정신지체아동의 자아개념 개선을 위한 미술치료교육

최중옥,윤보선 한국특수아동학회 2001 특수아동교육연구 Vol.3 No.-

본 연구는 정신지체아동의 수행능력과 요구에 적합한 자아개념 미술 활동 프로그램을 구안ㆍ적용하여 첫째, 미술활동 과정에서 관찰된 내용과 미술작품을 중심으로 둘째, 미술활동 프로그램 실시전과 후의 인물화를 통하여 셋째, 미술활동 프로그램 실시전과 후에 자아개념 검사를 실시하여 경도정신지체아동들의 자아개념의 향상정도를 분석하였다. 연구의 방법은 y초등학교 의 특수학급에 입급된 시간제 특수아동 중 3명의 경도정신지체아동을 대상으로 20주 동안 26회기의 미술활동 프로그램을 수행하는 과정에서 변화된 자아개념을 참여관찰과 심층면담, 비디오 녹화 등의 질적 연구 방법에 의하여 임상적으로 분석하였다. 이러한 연구의 결과로서는 첫째, 미술활동 과정에서 관찰된 내용과 수집된 기록화 자료를 토대로 자아개념을 분석하면 대상 아동의 일반적 자아개념, 학급활동 성취 자아개념, 사회적 자아개념, 정서 및 신체적 자아개념이 긍정적 변화를 나타내었다. 둘째, 인물화에 의한 진단으로부터의 자아개념의 변화를 분석하면 A의 경우 무능감과 부적응감의 해소를 나타내었으며 B의 경우 열등감과 죄악감이 해소됨으로써 정서적 자아개념이 변화되었으며 C의 경우 타인에 대한 적의가 없어지고 공격성이 다소 해소됨을 알 수 있었다. 셋째, 미술활동 프로그램의 수행 전과 후의 자아개념 검사를 실시하여 사전ㆍ사후 점수의 변화를 비교한 결과 세 아동 모두 사후검사에서 점수의 향상을 나타내었다. The purpose of this study is to analyze self-perception improvement extent on children with mild mental retardation by manufacturing and applying Art Therapy Program which is adapted to performance and needs of children with mild mental retardation. The subject of this study were 3 children in 4th, 5th and 6th grade one each other which were in the elementary special education class for mentally retarded children in Busan. In took 20 weeks to implement Art Therapy Program for Self-perception. The method of this study was participating observance, interview in-depth, video-tape recoding etc... They were used to analyze clinically self-perception improvement through the process of Art Therapy Program. The results of this study is summarized as the followings; First, in consequence of analyzing art productions which were collected art activities process and participant observation records, there were positive improvement in general self-perception, class-activity achievement self-perception, social self-perception, emotional-physical self-perception. Second, in consequence of analyzing transition of figure drawings between pre and post Art Therapy Program, the helplessness and the unadaption of child 'A' was dissolved, child 'B' was improved in emotional self-perceptionion by dissolving the inferiority and the sense of guilt and child 'C' was disappeared the hostile feeling and broke off the attack. Third, in consequence of analyzing the mark of test on self-perception between pre and post Art Therapy Program, there were improvements on marks of self-perception in all significantly. The recommendation for further study is suggested as the followings; First, It is necessary to develop an measurement instrument of self-perception for children with mild mental retardation. Second, It is needed to develop Art Therapy Program variously which could be treat to self-perception of children with mild mental retardation. Third, It is necessary to develop Family Self-perception Art Therapy and to implement in elementary school.

경도정신지체아를 위한 미술치료의 과제

최중옥 부산대학교 사범대학 1998 교사교육연구 Vol.35 No.-

The purpose of this study is to explore and introduce the task of Art Therapy for Mild mentally Retarded. The important contents are follows : 1. To explore and introduce of early contributor's theory for Art Therapy ; Naumberg, Kramer, and Ulman. 2. To explore the strength of Art Therapy and introduce approach models of Art Therapy. 1) psychoanalytic approach model 2) Jung's analytic approach model 3) Gestalt approach model 4) Human centered approach model 5) Behavioral, cognitive and developmental approach model 3. To explore and study of characteristics for mild mentally retarded. 1) General characteristics 2) Academic characteristics 3) Intellectual and social characteristics 4. The task of Art Therapy for Mild Mentally Retarded. 1) Group Art Therapy as a task for Mild Mentally Retarded 2) Needs of Group Art Therapy 3) Purpose of Group Art Therapy 4) Program of Group Art Therapy 5) Method of Group Art Therapy 5. Conclusion 1) The Mild Mentally Retarded Children can have better life through Art Therapy in various life situations, especially through Group Art Therapy. 2) Recommendation for further study; (1) Needed study Art Therapy for behavioral problem children (2) Needed study Family Art Therapy (3) Needed study Art Therapy for severally Mentally Retarded

자폐아동을 위한 종합언어학습치료의 일 사례연구

최중옥,김윤옥 부산대학교 사범대학 1994 교사교육연구 Vol.28 No.-

The purpose of this study is to introduce a successful whole language learning approach to a young child with autism and to indicate the effectiveness of the approach. The whole language learning approach is based on the activity-based intervention, whole language environment, early childhood special education, and ecological development. The subject was 28 months old boy with autism at the beginning of this study. He had involved in the whole language learning therapy for 9 months. The data of the study was obtained from the pretests and posttests both of the Autistic Disorder(299.00) of DSM-Ⅲ-R and the Language Comprehension Cognitive Ability Test, and from periodical video-tapings. The findings showed that (1) the child has progressed in the areas of language development, cognitive development, and social adjustment: (2) he gained 56 percentile on the Language Comprehension Cognitive Ability Test for his same age range while obtaining none on the pretest: (3) the three deferent testers diagnosed him normal on the "C"category of the Autistic Disorder(299.00) of DSM-Ⅲ-R while reporting a little problems on imitating, imagining, repeating other's speaking, and initiating conversations.

특수교육에 있어서의 조기교육의 필요성 : 보육종사자훈련원생들의 태도를 중심으로 Attitudes of In-Service Trainees for Child Caring

최중옥,김윤옥 부산대학교 사범대학 1992 교사교육연구 Vol.25 No.-

This article presents the need of early intervention in special education. The awareness and need assessment of early intervention for special children were examined among 173 preteachers who were in in-service training for child caring 0~5 years. The findings showed that (1) the need of early intervention and the right of equal education for young children with handicaps were awakened significantly ; (2) The commitment of early intervention and mainstreaming young children with handicaps was supported positively, but job characteristics had interactional influences on the commitment ; (3) needs of the related services for young children with handicaps was cognized strongerly ; (4) the public education and mainstreaming young children with handicaps. The findings are discussed in terms of the implications for early intervention and policy issues for young children with handicaps.

言語障害兒童의 治療敎育에 關한 硏究

崔中玉 부산대학교 사범대학 1978 교사교육연구 Vol.5 No.1

The main purpose of this study is to find out the problems of speech handicapped children and to establish some special suggested plan for speech handicapped children in Korea. Speech involves more than the ability to pronounce sounds. It calls for assimilation of sounds into words, then combination of words into units to make a meaningful whole. Thus speech becomes the tool which assists in developing a formalized language. It is the result of visual, kinesthetic, and perceptual experiences and its aim is to convey some constellation of ideas to a listener. Speech defects are found in all other groups of children-the handicapped, the gifted, and otherwise normal children. The findings of the study are to be summarized as followings; 1) Speech is considered defective when its deviation from average speech draws unfavorable attention to the speaker 2) approximately 5 percent of school children exhibit deviations in speech repuring correction. 3) Speech defects are the result of ⓐ organic factors, such as hearing losses, cleft palate, and cerebral dysfunction, and ⓑ environmental and emotional factors. 4) Speech defects are classified into ⓐ articulatory disorders, ⓑ vocal disorders, ⓒ stuttering, ⓓdelayed speech, ⓔ speech disorders associated with hearing impairment, ⓕ cleft palate, or ⓖ cerebral palsy. 5) No school employ the speech correctionists or therapists and teachers for speech handicapped children in Korea. 6) The departments of speech correction have to be established in college level for training the speech correctionist and teachers in Korea.

부산지역 여성 근로자의 노동실태와 정책과제 : in Connection with the Shoe and Textile Industries

최중옥,김주희,황한식 부산대학교 상과대학 1991 釜山商大論集 Vol.61 No.-

1. Purpose of the study The purpose of this study was to explore the conditions and problems of working women through the extensive use of social survey and recommended form of certain policies regarding the working conditions in connection with the shoe and the textile industries. The following describes in more detail the purpose outlined above. (1) To explore the condition of industrial system and labor market system for working women in Pusan, (2) To analyze the problems of women's labor process (such as labor condition, working process, working organization, labor control, and income), (3) To survey the working women's living condition of (such as housing, off hour activity, and condition). (4) To survey the existing educational programs and further education planning available in the work place for the women employees. (5) To study the labor laws which apply to the working women and to survey the current application of these laws in their factories. 2. Survey method (1) 900 subjects (254 married, 354 unmarried, and 292 students) were randomly sampled from 14 shoe and textile factories which have more than 300 female workers. (2) The survey was done by questionnaire method and the questionnaires were of three types ; one was designed for the married workers and the other two were for the married worker and the student worker, respectively. (3) Case study was done by personal interviews with 20 persons from 2 shoe and 2 textile factories which were randomly selected from 8 factories and 2 evening schools. (4) Preliminary seminars were held twice with Pusan city officials who were connected with labor affairs, heads of factory labor departments, directors of labor unions, the Employment Grievance Arbitration Commission, and chief executive officers from these factories. 3. Result of survey Through these studies, we were able to obtain some results and through these results, we are making the following recommendations. (1) Recommended policy alternatives concerning the women labor market and labor process of the working women. a) Promotion of employment stability b) Shortening of working hour and guarantee of real living wages c) Democratization of labor process d) Increasing of labor productivity and relaxation of labor intensity e) Institutional improvement of labor market practice f) Establishment of public job-training center for the working women in Pusan (2) Recommended policy alternatives concerning the living condition, the working environment and the educational program for working women a) Living condition ① Dormitory facilities must be improved ② Appropriate sick leave policy must be put in force ③ Working schedules must he adjusted to enable proper resting periods including sleeping periods ④ Cultural educational opportunities must he provided by establishing a Cultural Center for working women in Pusan area b) Working environment ① Regular physical examination must be instated ② Work place facilities must be modernized ③ Health related problems should be addressed with concern for pre-natal care and maternity needs ④ Sexual abuse must be eliminated through use of educational policies aimed toward the male supervisors ⑤ Appropriate attention must be given to work place related injuries ranging from first-aid to complete follow-up examination c) Educational programs ① Establishment of opportunities for job skill improvement and job-related knowledge must be provided by the employer both within the factory facilities and externally in nearby colleges and universities. Furthermore, establishment of a college within the factory facilities is also recommended ② On-the-job training including quality control training, must be given full time compensation ③ Specifically worker requested educational programs (such as common law, child care, and sex-education) must be provided by the employer In conclusion, hardship endured by the women worker should be recognized by the society in general, leading to societal awareness and ultimately to supportive civil movements (3) The problems with the Equal Employment Opportunity Act, and recommended alternative solutions and their execution a) Improvement in working conditions In this study we found that women worker in the shoe and textile manufacturing industries in the Pusan area were paid only sixty to seventy percent of mens wages in spite of regulatory prohibition to discrimination in compensation. The discrimination is caused by the difference between women and men in types of job, promotion, allowances, and wage system. To resolve this problem, separation of the types of job between women and men should be eliminated. Foundation job evaluation should be based on skill, effort, labor environment, responsibility etc. In addition to the wages, age limit, retirement, and dismissal caused by marriage or pregnancy should be prohibited by the rules of employment or by collective agreement. b) Improvement of the employment Grievance Arbitration Commission To alleviate the discriminations outlined above the Employment Grievance Arbitration Commission should be strengthened and should be given substantial powers resembling that of the equal opportunity commission in the United States. The commission should have the ability investigate and coordinate by request, and at times perform a quasi-judicial function. c) Protection of the maternity rights and life-long employment rights Most of rules of employment lack provisions for maternity leave, nursing time, in and child care system. Even though we found them in some rules of employment or the collective agreement, they were never enforced in reality because there were no nursery system. As a result, women worker did not have any hope or affection for their company. These maternity rights should be guaranteed by the collective agreement, and the state should support the maternity protection and nursery system with every effort.

대학 교양교육의 제개념 분석

최중옥 이화여자대학교 사범대학 교육학과 1961 교육 연구 Vol.- No.18

家族集團과 精神薄弱兒童에 關한 硏究

崔中玉 부산대학교 사범대학 1979 교사교육연구 Vol.6 No.1

This study is concerning about the relationship between the parents of the mentally retarded children and their retarded children. The major problems of the study were: 1. What are the impacts of the parents where the retarded child exist in the family? There are 5 stages through which many parents of mentally rerarded children progress from the time they first sense or become aware of a problem until the time they accept the child on a realistic basis. The 5 stages are : 1) Awareness of a problem 2) Recognition of the basic problem 3) Search for cause 4) Search for cure 5) Acceptance of the problem. 2. Parental reactions are : Denial mechanism, projection of blame, fear, guilt feeling, mourning or grief and withdrawl mechanism, and finally acceptance reaction. 3. What are the needs of the mentally retarded children in the family? They are: 1) needs of communication 2) needs of acceptance 3) needs of freedom to grow 4. What are the needs of normal siblings? They are: 1) communication with retarded siblings 2) Acknowledgement of feeling without guilt feeling 3) free from guilt, fear, shame and embarrassment. 5. In the conclusion: The needed attitude of the family of the mentally retarded children is the followings: 1) To recognize and accept the reality of the problems of the retarded child as soon as possible. 2) To be free from the guilt feeling, shame, and fear about the handicap. 3) To try to accept the retarded child as he is. 4) To be generous to give him praise.