http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김라경,Michelle Bonati,강종구 한국통합교육학회 2013 통합교육연구 Vol.8 No.2
In South Korea, the number of students with disabilities who receive inclusive education has increased. However, the opportunities for students with disabilities to participate in meaningful inclusive education with students without disabilities and to have access to the general education curriculum is still limited. This program description presents the application and potential positive outcomes of service-learning by introducing an inclusive high school service-learning program (i.e., the Ben's Bells Project) in the USA. Four art classes at three different high schools were involved over a period of 6 weeks. Fifteen students with disabilities participated in the project and collaborated with 20-25 students without disabilities to provide a service to the community. The case of “Ben’s Bells” suggests that it was an effective tool for students with disabilities in inclusive classes. All of the students were able to develop skills within the art curriculum and provide a meaningful service to the community. This manuscript demonstrates that the students with disabilities were able to have greater access to the general education curriculum and to their peers without disabilities though service-learning. Therefore, in order to support the meaningful participation of students with disabilities in inclusive classrooms in South Korea, studies are needed to examine the implementation of service learning that reflects Korean contexts. 국내에서는 통합학급에 있는 많은 장애학생들이 비장애학생 중심의 학교 운영으로 인해 의미 있는 교육 참여가 어려운 실정이다. 따라서 장애학생들이 통합학급에서 적절하게 교육받을 수 있는 방안들이 마련될 필요가 있다. 본 연구에서는 미국에서 활용되고 있는 봉사학습에 대한 문헌들과 실제 사례를 소개하였다. 봉사학습에 관한 문헌들은 봉사학습이 자기결정력을 강화시키고 학업적·사회적 기술을 증진시킬 수 있음을 보여주고 있다. 또한 일반교육과정 접근뿐만 아니라 지역사회와의 통합에서도 도움이 될 수 있음을 보여주고 있다. 본 연구에 적용된 봉사학습에 관한 사례(벤의 종)는 6주 동안 미국 고등학교 3곳의 미술 수업 시간동안 이루어졌으며, 총 15명의 장애학생들과 같은 수업들에 참여한 20-25명의 비장애학생들을 대상으로 이루어졌다. 프로젝트 실시를 통해 장애학생들과 비장애학생들은 수업에 협력적인 모습을 보여주었으며, 장애학생들은 수업에 적극적으로 참여하는 것을 알 수 있었다. 미술 수업 시간에 실행된 봉사학습의 사례는 봉사학습에서 진행된 “벤의 종” 제작 프로그램이 장애학생들의 일반수업 참여를 향상시킬 수 있음을 보여주었다. 본 연구 결과는 봉사학습이 통합교육에 학업적, 사회적으로 긍정적 영향을 미칠 수 있음을 보여주었다 . 따라서 국내에서도 장애학생들과 비장애학생들 간의 통합교육을 촉진시키고 장애학생들의 일반학급 수업 참여를 향상시킬 수 있는 봉사학습과 관련된 실제적인 연구들이 많이 이루어져야 하겠다.
Seismic assessment and finite element modelling of glazed curtain walls
Nicola Caterino,Marta Del Zoppo,Giuseppe Maddaloni,Antonio Bonati,Giovanni Cavanna,Antonio Occhiuzzi 국제구조공학회 2017 Structural Engineering and Mechanics, An Int'l Jou Vol.61 No.1
Glazed curtain walls are façade systems frequently chosen in modern architecture for mid and high-rise buildings. From recent earthquakes surveys it is observed the large occurrence of non-structural components failure, such as storefronts and curtain walls, which causes sensitive economic losses and represents an hazard for occupants and pedestrians safety. In the present study, the behavior of curtain wall stick systems under seismic actions has been investigated through experimental in-plane racking tests conducted at the laboratory of the Construction Technologies Institute (ITC) of the Italian National Research Council (CNR) on two full-scale aluminium/glass curtain wall test units. A finite element model has been calibrated according to experimental results in order to simulate the behavior of such components under seismic excitation. The numerical model investigates the influence of the interaction between glass panels and aluminium frame, the gasket friction and the stiffness degradation of aluminium-to-glass connections due to the high deformation level on the curtain walls behavior. This study aims to give a practical support to researchers and/or professionals who intend to numerically predict the lateral behavior of similar façade systems, so as to avoid or reduce the need of performing expensive experimental tests.
Inclusive schooling in Southeast Asian countries: a scoping review of the literature
H. Hosshan,R. J. Stancliffe,M. Villeneuve,M. L. Bonati 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.1
Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries’ more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. We used scoping review methodology to examine peer-reviewed literature published between January 1994 and January 2017 on inclusive schooling in the Southeast Asian countries. The inputs-processes-outcomes (IPO) model was used to group and describe the extant research. Thirty-eight articles were identified that contributed to region of Southeast Asia inclusive education research. The majority (n = 29, 76%) were published after 2010. The articles were organised by IPO stage: Inputs stage (staff professional and teacher education, resources and finances, leadership, curriculum and policy); Processes stage (collaboration and shared responsibility, school practice, classroom practice and climate) and Outcomes stage (participation). The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. Research information about the outcomes stage of inclusive schooling was sparse. The inclusive education literature from the region is still emerging. A greater focus on outcomes is recommended in future research and practice. Having outcome data will enable evaluation of the quality and effectiveness of inclusive education. If evaluation reveals problems, then aspects of the inputs and processes stages may need to be improved to achieve better outcomes.