感覺 運動接近方法을 통한 精神遲滯兒의 調音障碍 矯正指導 事例硏究

다국어 초록 (Multilingual Abstract)

The difficulty in communicating each other has become a big barrier to the trainable mentally retarded chilren education that mainly has aimed at developing adaptability for a social life. In order to improve their cominunication skills, It is urgently needed for the trainable mentally retarded children to make much effort to remedy their speech impediment.
In this sense, this study was planned to find out the effect of the training programme made up in sensory-motor approach. And it was set out with a view to show the possibility of remedy for their articulatory disorder by employing a suitable training programme.
For this study, three children with a functional articulatory disorder were randomly chosen among the second to third grade students in Kongju Jeongmyeng School the researcher was working at.
The procedure of this study including training, testing and data process- ing are as follows.
1. Training tool : With the consideration of the Korean sound system and the tranee's quality, the training tool was made in sensiry-motor approach for the training programme by the researcher.
2. Training procedure : The children were trained with the above mentioned training tools on schedule as ; 4 times each programme, 4 times a week 30 mi mutes each time for 12 weeks.
3. Testing tool : The testing tool to measure the ability of articulating plosive sounds was made and used by the researcher before and after the training.
4. Data process : The scores of the articulation test were turned into percentage points. And, for analysis, the points acquired by the children before the training were compared with those after the training. The effects of training were analysed in four parts; place of sounds, syllable, place of articulation and clearness of speech.
The conclusion from the research findings Is as follows. First, the sensory-motor approach in this study has contributed significantly to the remedy for articulatory disorder of trainable mentally retarded children.
Second, the results of training have shown that much improvements had been made in all fields; 22% of bilabial sounds, 29% of alveolar sounds, and 36% of velar sounds in the place of articulation: 26% of initial, 28% of medial, and 30% of final In the place of sounds: 19% of monosyllables, 23% of bisyllables, and 6l% of trisllables in terms of syllables.
Third, the results of training, the proportion of the misarticulation on the type of articulation disorders diminished In the omission, but augmented in the substitution and In the distortion.

목차 (Table of Contents)

• 목차 = 0
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 = 4
• C. 연구의 제한점 = 4
• D. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• A. 정신지체와 언어발달 = 6
• B. 조음장애 = 8
• C. 정신지체와 조음발달 = 11
• D. 조음장애 교정을 위한 접근법 = 13
• E. 정신지체와 감각·운동기능 = 16
• Ⅲ. 연구의 방법 = 19
• A. 연구 대상 = 19
• B. 훈련 기간 = 21
• C. 훈련 도구 및 훈련 방법 = 21
• 1. 훈련 도구 = 21
• 2. 훈련 방법 = 23
• D. 검사 도구 및 검사 방법 = 24
• 1. 검사 도구 = 24
• 2. 검사 방법 = 28
• E. 결과의 처리 = 29
• Ⅳ. 결과 및 해석 = 30
• A. 조음 평가 점수 = 30
• B. 조음 위치별 정조음율 = 31
• C. 소리 위치별 정조음율 = 32
• D. 음절별 정조음율 = 34
• E. 발음 이상의 형(type)에 따른 분석 = 35
• F. 아동별 조음상태 = 37
• Ⅴ. 결론 및 제언 = 46
• A. 결론 = 46
• B. 제언 = 47
• * 참고문헌 = 48
• * ABSTRACT = 50
• * 부록 = 52