정신 지체 학교 언어 치료 교육 활동의 효율적인 운영 방안 연구

다국어 초록 (Multilingual Abstract)

In this study, it was projected for effective plan for management of curriculum for language therapeutic education, by grasping teachers' opinions for language therapeutic education who were in charge of the therapy in the field, in order to increase effectiveness and to survey the reality of language therapeutic education in special schools for the mentally retardants. Furthermore, the opinions revealed by most realistic experiences of the teachers will supply significant information for establishment of direction of language therapeutic education as well as projecting plans after establishing contents of language therapeutic education. And, another meaning of this study is to think of realistic plans after understanding cooperative circumstances like reality and degree of sympathy for cooperation, and to think of what's the degree of sharing opinion between parents and teachers who are in charge of the class and in charge of language therapeutic education for the children in schools for mentally retardants, and concrete purposes of this study are as follows;
First, it is to study the purpose and contents of language therapeutic education in special schools for the mentally retardants, and opinions of the teachers for subject children.
Second, it is to analyze thinking of the teachers for teaching method and management of curriculum of language therapeutic education in schools for the mentally retardants.
Third, it is to suggest cooperative ways between teachers and to suggest discussion theme between teachers and homes to increase effectivity for language therapeutic education in schools for the mentally retardants.
Fourth, it is to project plans for effective management for language therapeutic education in schools for the mentally retardants.
In this study, it was composed and used questionnaire of three fields and chose 73 schools among 80 schools for the mentally retardants for this study excluding seven of special schools which were not appropriate for this study for plans for effective management for language therapeutic education in schools for the mentally retardants. And, it was done on 73 of therapeutic education teachers who were in charge of language therapeutic education and 73 teachers who were in charge of the subject children for language therapeutic education. With 146 pieces of request, total 86 pieces were withdrawn, so the rate of withdrawal was about 59%, and it was analyzed on the basis of the questionnaire of 82 persons excluding 4 pieces who didn't answer over than 80% of the questions.
And, the results of this study are as follows:
First, the purpose of the teachers of language therapeutic education for the mentally retardants is to maximize language ability by improving language disability, and main field of teaching is for vocal-language-centered education, and main field of language disability is language developmental disability.
Second, the work of teachers, who establish management plan and assessment of language therapeutic education activity of the schools for the mentally retardants, was done by only small number of therapeutic education teachers, and most frequent type of class was 'small group type' and it showed lack of class time and therapeutic education teachers because of difficulty of management.
Third, as for cooperative ways between language therapeutic education teachers and discussion theme between teachers and homes, they suggested 'relation between content and method of class' and 'establishment of goal and information for the level of today for the children in language field' and it requested discussion from time to time when it needed.
Fourth, we should establish standardization and systematization of language therapeutic education for the mentally retardants, should develop treatment for the therapeutic teachers, and should increase numbers of therapeutic education teachers as for plans to improve language therapeutic education activity.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• II. 이론적 배경 = 4
• 1. 치료 교육의 정의 및 발전 과정 = 4
• 2. 언어 치료 교육의 개념과 기본 원리 = 6
• 3. 정신 지체 아동의 언어 = 8
• 4. 정신 지체 학교 언어 치료 교육 교육 과정 = 10
• 5. 학교 언어 치료 교육 활동의 현황 = 12
• 6. 교육의 효율성과 교사의 협력 = 13
• III. 연구 방법 = 15
• 1. 연구 대상 = 15
• 2. 연구 도구 = 16
• 3. 연구 절차 = 18
• 4. 자료 처리 = 18
• IV. 연구 결과 = 19
• 1. 언어 치료 교육의 목적 및 내용, 대상 아동 = 19
• 2. 정신 지체 학교 언어 치료 교육의 교육과정 운영 및 지도방법 = 29
• 3. 언어 치료 교육의 효율성 제고를 위한 교사간·가정과의 협력방안 = 45
• 4. 정신 지체 학교 언어 치료 교육 활동의 효율적인 운영 방안 = 50
• V. 논의 = 51
• 1. 정신 지체 학교 언어 치료 교육 활동의 목적·내용 및 대상아동 = 51
• 2. 정신 지체 학교 언어 치료 교육의 교육과정 운영 및 지도방법 = 53
• 3. 언어 치료 교육의 교사간 및 가정과의 협의 과제와 교사 협력 방안 = 55
• 4. 정신 지체 학교 언어 치료 교육 활동의 효율적인 운영 방안 = 56
• VI. 결론 및 제언 = 57
• 1. 결론 = 57
• 2. 제언 = 57
• 참고문헌 = 59
• 영문초록 = 63
• 부록 = 66