랫트에서의 Gentamicin신장독성(腎臟毒性)에 관한 연구(硏究)

조인수,김태종,윤화중,Cho, In-soo,Kim, Tae-jong,Yoon, Hwa-joong 대한수의학회 1986 大韓獸醫學會誌 Vol.26 No.1

Sprague-Dawley rats received subcutaneous injections of gentamicin sulfate, 50 and 100mg/kg for 3, 7 and 10 days. The hematological and blood chemical values were determined. Kidneys were examined histologically and ultrastructurally. The results obtained were summarized as follows; 1. The serum values of aspartate transaminase, blood urea nitrogen and creatinine in the rats administered gentamicin, 50 and 100mg/kg/day were significantly increased than those in the control. 2. The ratio of kidney weight to body weight was significantly increased in the rats injected gentamicin, 100mg/kg for 10 days than those in the control. 3. The brush borders of proximal convoluted tubules in the kindneys received gentamicin, 50 and 100mg/kg/day were decreased or absent in periodic acid-Schiff staining. 4. The necrosis of proximal convoluted tubules was shown in the rats given gentamicin, 50 and 100mg/kg for 7 and 10 days. 5. The regeneration of the proximal tubular epithelia was observed in the rats treated gentamicin, 100mg/kg for 10 days. 6. The number and size of lysosomes were increased in the proximal convoluted tubules of the rats injected gentamicin, 50mg/kg for 7 days, many of which contained myeloid bodies.

대인,사회적기능 중심의 전환교육활동에 따른 정신지체학생의 사회적 능력

조인수 ( In Soo Cho ),전보성 ( Bo Sung Jeon ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.2

본 연구는 대인ㆍ사회적 기능 중심의 전환프로그램이 정신지체학생의 사회적 능력, 즉, 교사가 선호하는 사회적 행동(teacher preferred social behavior), 아동이 선호하는 사회적 행동(peer preferred social behavior), 학교적응 행동에 미치는 효과를 알아보고자 하는데 그 목적이 있다. 이 연구의 결과를 근거로 얻어진 결론은 다음과 같다. 첫째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 교사가 선호하는 사회적 행동을 향상시키는데 효과적이다. 둘째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 또래가 선호하는 사회적 행동을 향상시키는데 효과적이다. 셋째, 대인ㆍ사회적기능 중심의 전환교육이 정신지체아와 정상아 집단 다같이 학교적응 행동을 향상시키는데 효과적이다. 이와같은 결론은 대인ㆍ사회적기능 중심의 전환교육이 MR집단과 NOR집단의 사회적 능력에 효과 적임을 증명하고 있으며, 학교 현장에서 정신지체 학생에게 다양한 대인ㆍ사회적기능 중심의 전환교육 프로그램을 제공해 줄 필요가 있고, 학생 개개인의 수준에 맞는 개별화 교육 계획을 수립할 때, 대인ㆍ사회적기능 중심의 전환교육 프로그램을 개별화 교육 계획의 장기목표와 단기목표로 구성한다면, 교육의 효과를 더욱 증진시킬 수 있을 것으로 생각된다. The study is to find out the effects of interpersonal social function-centered transition education program to promote social competence of students with mental retardation which contain the teacher perferred social behavior, peer perferred social behavior, and school adaption behavior. The conclusions of the study drawn from results are as follows; First, The interpersonal social function-centered transition education program have an effects on teacher perferred social behavior in each group, students with mental retardation and general students. Second, The interpersonal social function-centered transition education program have an effects on peer perferred social behavior in each group, students with mental retardation and general students. Third, The interpersonal social function-centered transition education program have an effects on school adaption behavior in each group, students with mental retardation and general students. The findings of this study shown that interpersonal social function-centered transition education program testified to have effects of social competence. In field, it should be needed for students with mental retardation to serve interpersonal social function-centered transition education program. And when drawing up IEP fitting to present leveling of individual student, in case of making composition to long term object and short term object with together interpersonal social function-centered transition education program, think that effects of education will be elevated more.

지적장애학생들의 개별화전환교육계획을 위한 협력적 전환사정 모델 적용

조인수 ( In Soo Cho ),송정선 ( Jung Sun Song ) 한국지적장애교육학회 2009 지적장애연구 Vol.11 No.1

전환교육 실행과정에 따른 실천적 과제분석

조인수 ( In Soo Cho ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.2

이 연구는 특별한 교육적 요구를 지닌 학생들의 실질적인 지역사회 통합을 위한 결과중심 전환교육 실행과정에 따른 실천과제를 분석 제시함으로써 전환교육을 실천하는 관련 인사들에게 실질적인 도움을 주고자 하는데 있다. 연구 목적은 결과중심 전환교육의 효율적 실행을 위한 실행과정 분석에 따른, 전환 과정별 실천적 과제를 탐색·제시하였다. 전환교육의 보편적 실행과정은 전환사정, 전환교육계획수립, 훈련, 배치, 사후지도의 순으로 이루어진다. 이 연구에서 분석된 실행과정 영역별 구체적 실천 과제는 현장 교사들과 전환관련 전문가들에게 실천적인 지침을 제시 할 수 있을 것이다. This is a literature study whose aim is to give kinds of help those persons working in the areas related with transitional education fields who are going to practice transitional education in order to really include the students into their communities having some particular problems in intellectual problems after analysing and suggesting its practicing tasks according to transitional education curriculum. The purpose of this study is to suggest its each stages` important tasks to be carried out according to its effective practice tasks in order to achieve result-oriented transitional education. The results of this study are as follows; In order to achieve real social inclusion, transitional education must be practiced systematically in the viewpoint of result-oriented transitional education. Especially, for students with intellectual disabilities, social skill education must be practised effectively. Transitional services must be achieved in the light of assessment, ITP, practice, placement, after services respectively according to personal needs. First there must be five stages in transitional education such as assessment according to personal needs, individualized transitional education plan, practice, placement, after service. The tasks in each stages are decided among the personnels related with each transitional stage. The first transitional assessment task must be done in the way that it must be collected much information comprehensively among students, parents, teachers and then be done in the viewpoint of students` future plan, communication skill, social skill, occupational assessment, the style of learning and studying patterns, career and interest, self-determination and so on. Also transitional assessment can be divided into initial assessment and assessment according to transitional procedure and transitional results. The urgent problem would be developed proper instrumental tools adapt to our reality so as to assess good assessment according to transitional experts, the systematic assessment and to the assessment models. In the second stage to achieve proper transitional education plan, we must emphasize the enhancement of social skills to achieve result-oriented procedure to harmonize a series of activities and then through a systematic stage and finally the total team cooperation. Next stage of individualized transitional education plan, it must be finished through ①composing transitional education team ②individualized transition education meeting ③composing individualized transitional education plan ④practising individualized transitional education plan ⑤adjustment, feedback, appreciation of transitional education plan ⑥closing meeting in turn. The third stage is in the stage of practice composed of functional life-centered curriculum, providing supported employment program, attainment of professional personnels. Because handicapped students have some tendency of stopping their studies in the process of studying in school, students with intellectual disabilities must be included in life-centered career education. The fourth stage is placement, which are composed of occupational and residential placement. To solve occupational placement, we must consider it longer terms with viewpoint of support of transitional services having the help of national policy and systematic support. The process of occupational procedure is composed of 8 stages such as ①initial assessment ②developmental plan ③communication between employers and employees ④vocational placement ⑤training ⑥continuous support ⑦supervision ⑧access stage in a designated time and it sometimes is composed of both placement and train and train and placement. The placement of housing must be controlled by the governmental policy. After placement of housing, if a person has some kind of difficulty to live alone then government must consider thinking about the placement of assistant personnel to help that person more effectively. The fifth stage is in the after services to attain the professional personnels needed to help those students with special needs to experience their occupational career and to live independently. To solve this kind of problems, we must attain and prepare enough professional personnels to provide those students with after services.

개별화 전환교육 계획을 위한 전환사정 모델과 지침 탐색

조인수 ( In Soo Cho ),이윤미 ( Youn Mi Lee ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2008 지적장애연구 Vol.10 No.2

결과중심전환교육 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준

조인수 ( In Soo Cho ),박은희 ( Eun Hee Park ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.4

본 연구는 결과중심전환교육에 긍정적 영향을 미치는 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준을 밝히고 결과중심전환교육 최상의 실천사항에 따른 실행과제를 구조화하여 제시하는데 연구의 주안점을 두고 있다. 이를 위하여 지적장애특수학교 교사 325명을 대상으로 전환교육 최상의 실천사항에 대한 중요도와 수행도 인식수준을 밝히기 위한 설문 조사를 실시하여 그 결과를 분석한 후 이를 토대로 전문가조사를 통해 결과중심전환교육을 위한 실행과제를 구조화하여 제시하고자 하였다. 최상의 실천사항은 결과중심전환교육을 성공으로 이끄는 매우 중요한 요인들로, 전환교육을 실행하는 현장에서 계속적으로 시도되고 발전해 나가야 할 부분이다. 본 연구에서 제시된 최상의 실천사항에 따른 실행과제가 앞으로 우리 교육현장에서 전환교육 실행의 기초자료로 유용하게 활용되어 전환교육이 한 단계 더 도약하는 계기가 되기를 기대한다. The present study purposed to survey teachers` perception of best practice in transition, and to suggest practice task for best practice in transition. For this purpose, we reviewed previous research on teachers` ability to perform best practice in transition based on theories related to transition education, and made a list of transition practice items and suggested task for best practice in transition. For this study, we surveyed 325 teachers at 91 special schools for intellectual disabilities children throughout the country concerning their perception of best practice in transition, and suggested practice task for best practice in transition through expert survey. Collected data were analyzed through basic statistics, t-test, F-test, Scheffe`s test, and content validity analysis. The conclusions of this study are as follows. First, the importance of best practice in transition was perceived high by the teachers at special school for intellectual disabilities children, but the performance of best practice in transition was perceived relatively low. Perception on importance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, business and industry linkages with schools and perception on performance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, career and vocational assessment and education. In addition, Perception on importance was very low for career and vocational assessment and education , and perception on performance was very low for competitive paid work experience. Second, the suggested practice task for best practice in transition were composed of 3 areas, 8 sub areas and 42 items (transition collaboration best practice - 11 items; transition education programming best practice - 21 items; and transition planning best practice - 10 items). These items are specific things to be practiced in transition in relation to collaboration, programming and planning. Practice task for best practice in transition suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing transition education and tools applicable in the field of school education. Furthermore, it is want to promote practice in transition and propose the direction of transition education in school.

전환교육계획과정에서의 가족,부모 역할체계 탐색

조인수 ( In Soo Cho ) 한국지적장애교육학회 2009 지적장애연구 Vol.11 No.3

성과중심 전환교육의 지원고용 프로그램 관리와 평가

조인수 ( In Soo Cho ),박정식 ( Jung Sik Park ),전보성 ( Bo Sung Jeon ) 한국특수교육문제연구소 2002 특수교육저널 : 이론과 실천 Vol.3 No.1

발달장애인들이 고등학교에서 중등학교 이후 교육, 고용, 독립생활 선택, 다른 성인생활로 전환할 때 전환서비스에 많은 과제들이 있다. 전환서비스의 결과 중 취업(고용)에서 가장 많은 어려움을 겪고 있는 실정이다. 지원고용프로그램은 발달장애인들을 배제시키지 않고 포함시킬 목적으로 설계된 직업재활 프로그램 유형으로, 고용기간 동안 집중적이고도 지속적인 지원을 받지 않고서는 독자적으로 업무를 수행할 수 없는 정신지체인을 비롯한 발달장애인에게 적합한 지원시스템이다. 지원고용프로그램의 관리와 운영은 의도했던 목표를 달성하기 위해, 장애인들에게 작업할 수 있는 기회 마련, 직무능력 개발, 통합 활동에 필요한 활동을 지속적으로 제공해야 한다. 그리고 지원고용의 운영실태 평가지침은 지원고용의 준거(고용, 통합, 지속적인 지원, 중도장애), 프로그램 평가활동에 대한 관점(참여자 수준, 프로그램 및 체제 수준), 여러 가지 수행성평가지침과 선정기준 및 자료처리와 전략 등은 실제적으로 유용하게 이용할 수 있는 여러 양식을 구체적으로 활용해야 한다. The purpose of this study is to reveal to program compositions and strategies of supported employment for individuals with developmental disabilities. In order to achieve such a purpose, the writer surveyed the key components related to the supported employment for persons with developmental disabilities. The area suggests that management and program evaluation activities should be accomplished rehabilitation counselor. The results from this study are as follows: First, Supported employment models are undergoing changes to meet the needs of workers with disabilities and the conditions of local labor markets. This study outlines a number of proposed critical performance evaluation indicators and suggests that one should select specific performance indicators based on the program``s objectives, and according to whether the evaluation``s primary focus is the participant, the program, or the larger service delivery system. Supported employment must be recognized as a viable new approach to persons with developmental disabilities.

발달지체학생의 자아실현과 심리적역량 강화를 위한 자아인식과 자기지식 촉진전략 탐색

조인수 ( In Soo Cho ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.3

이 연구는 장애학생의 성과중심전환교육의 핵심영역인 자기결정력 강화를 위해서 심리적역량 강화와 자아실현이 촉진되어야 함에 바탕을 두고 발달지체학생들의 심리적 역량과 자아실현을 증대시키기 위한 선행조건으로 강조되고 있는 자아인식과 자기지식에 관한 내용을 탐색하였다. 연구의 구체적인 목적은 다음과 같다. 첫째, 발달지체아의 자기지식과 자기이해 발달과정을 탐색한다. 둘째, 발달지체아의 자아인식과 장애인식 증진방안을 밝힌다. 첫째목적에서 제시한 자기지식과 자기이해의 발달시기와 과정들은 지도자들에게 많은 교육적인 함의를 제공해 줄 것이다. 둘째, 장애인식과 자아인식 증진프로그램으로 제시한 자기결정을 위한 단계적 지도과정, 진로교육적 접근을 통한 자아인식 증진내용과 자기결정 평가도구와 관련된 내용들은 발달지체인들을 비롯한 장애학생들의 자아인식과 자기지식지도와 교수적함의 제공에 크게 보탬이 될 수 있을 것이다. To promote students with developmental disabilities self-determination abilities which is one of transition education results should be enhanced psychological empowerment and self-realization. Self-awareness and self-knowledge should be promoted prior to enhance psychological empowerment and self-realization. Therefore, the purposes of this study are as follows; First, is to describe development of self-knowledge and self-understanding of children with developmental disabilities. Second, is to reveal strategies to promote children with developmental disabilities self-awareness and disability-awareness. Above mentioned help educators and professionals understand educational implication on self-knowledge and self-understanding as well as help them understand systematic teaching process presented for promoting self-determination through disability-awareness and self-awareness, self-awareness promotion contents through career educational approach, and contents related to self-determination evaluation tool.

장애학생의 자기결정력 강화를 위한 자기규칙 행동증진 방안

조인수 ( In Soo Cho ) 한국정신지체아교육학회 2006 지적장애연구 Vol.8 No.2