複合 韓藥劑 淸籬滋坎湯의 抗癌效果 및 作用機轉 糾明

Cho, Kyung-Sam,Kim, Si-Young,Park, Jai-Kyung,Choi, Seung-Hoon,Chung, Se-Young,Yoon, Hwi-Joong 경희대학교 동서의학연구소 1999 INTERNATIONAL SYMPOSIUM ON EAST-WEST MEDICINE Vol.1999 No.1

Kyung Sam Cho¹Si Young Kim¹, Jai Kyung Park²,Seung Hoon Choi³,Se Young Chung⁴, Hwi Joong Yoon¹¹College of Medicine, ²East-West Medical Research Institute, ³College of Oriental Medicine, ⁴College of Pharmacology, Kyung Hee University,Seoul, Korea. The Anti-cancer Effect of Oriental Medicine Chung-Ri-Ja-Gam-Tang in the Mouse with Metastatic Lung Cancer. Proceedings of International Symposium on East-West Medicine, Seoul. 231-243, 1999.-The oriental medicine Chung-Ri-Ja-Gam-Tang is an herbal medicine which has been used for pulmonary diseases and known as having immune stimulatory effects. It has been known effective in lung cancer. So we studied the effects and the mechanisms of this herbal medicine it the mouse with metastatic lung cancer. The metastatic lung cancer of the mouse was produced with melnoma cell line(B16BL/6).5×10□/mouse tumor cells were injected intravenously to the CDF1 mouse via tail vein. The mice were divided 4 groups. The first group was treated with 50mg/kg extract of Chung-Ri-Ja-Gam-Tang per oral for 10 days after cancer cell injection, second group treated with saline after cancer cell injection, the third group with medicine without cancer cell, and the last group with saline only. After 10 days treatments some of the mice were scarificed and the lung and spleen was removed. The survival duration, weight change, the number of metastatic cancer nodule of the lung, the NK cell activity, the capacity of cytokines(INF-γ,INF-α,IL-2) production and the proliferation activities of mouse lymphocytes were measured. The surival times of the group 1 mice were longer and the weight loss was less than the group 2 significantly. The number of the metastatic nodule of the lung were decresed in the group 1 than the group 2. The production of INF-γ,was increase in group 2 than group 3 and 4, IL-2 production was increased in group 1 than group 2,3,4 significantly. There was no difference in TNF- α production and proliferation activity of lymphocyte in each group. The NK cell activity was significantly increased in group 1 than group 2,3,4. We conclude that the Chung-Ri-Ja-Gam-Tang has the effect of increasing the NK cell activity of the CDF1 mouse with metastatic lung cancer(B16BL/6). And it is suggested that the increased production of the IL-2 is the mechanisms of enhanced NK cell activity.

주의력결핍 과잉행동장애 아동에서 틱 장애 동반 여부에 따른 확산 텐서 영상 비교 연구

최지욱,임명호,이창화,박진균,손정우,심세훈,유인규,강현수,정범석 大韓神經精神醫學會 2008 신경정신의학 Vol.47 No.5

Objectives : Diffuse tensor imaging (DTI) was applied to explore the difference in regional distribution and extent of white matter (WM) abnormalities in boys with Attention-deficit/hyperactivity disorder (ADHD) versus boys with comorbid ADHD and tic disorders. Methods : Fifteen boys with ADHD (mean age 9.3 +1.8), 24 ADHD boys with chronic tic disorder or Tourette's disorder(9.9 =b 1.2) and 9 age-, gender-matched controls (9.2 d= 1.8) received DTI assessments. Fractional Anisotropy (FA) maps of WM were compared between groups with a voxel-wise analysis after intersubject registration to MNI space. Results : Bo groups, ADHD group and ADHD with tic disorder group, commonly showed decreased FA than healthy control group in left cerebellar middle peduncle and right frontal lobe, increased FA in right middle occipital WM. In the common areas of left cerebellar middle peduncle and right middle occipital WM, comorbid group showed broader areas of significant FA. The comorbid group also showed increased FA in right cerebellar peduncle, additionally. Conclusion : The findings in ADHD group support previous ADHD hypothesis of the functional abnormalities in corticocerebellar circuit, and suggest that ADHD might have more complicated pathology of neuronal circuit including occipital visual system. The comorbid group showed common areas of overlapping but more extensive abnormalities and also had additional WM abnormalities. ADHD with chronic tic disorders may represent a severe form of ADHD with additional regions of abnormal connectivity.

복합레진의 수리 시 표면처리가 결합강도에 미치는 영향

최정인,김영재,김정욱,이상훈,김종철,한세현,장기택 大韓小兒齒科學會 2008 大韓小兒齒科學會誌 Vol.35 No.4

본 연구의 목적은 표면처리가 기존의 레진과 새로운 레진 사이의 전단결합강도에 미치는 영향을 평가하는 것이다. 준비된 레진 시편을 6군으로 임의로 배분하여 각각의 표면처리를 한 후 수리용 레진을 축조하였다. 일주일간 보관 후 전단결합강도를 측정하였고 일원분산 분석법으로 통계처리하여 다음과 같은 결과를 얻었다. 1. 3군과 4군(air abrasion)은 1군(산부식)에 비해 전단결합강도가 유의하게 높게 나타났다(p<0.005). 5군과 6군(diamond bur)은 1군(산부식)에 비해 높은 전단결합강도를 나타냈으나 통계적으로 유의하지 않았다(p<0.005). 2. 2군(자가부식 접착제)은 1군(산부식)에 비해 전단결합강도가 낮게 나타났으나 유의한 차이는 없었다(p<0.005). 3. 3군(air abrasion)과 4군(air abrasion +산부식)에서 전단결합강도의 차이는 유의하지 않았다(p<0.005). 4. 5군(diamond bur)과 6군(diamond bur+산부식)에서 전단결합강도의 차이는 유의하지 않았다(p<0.005). 결론적으로,복합레진의 수리 시 air abrasion으로 표면처리를 했을 때의 결합강도가 가장 높았고,산부식 방법과 처리여부는 수리강도에 유의한 영향을 미치지 않았다. The purpose of this study was to evaluate the effect of surface treatment on the shear bond strength between new and old composite resin. The prepared resin specimens were separated 6 groups, and each group then received a different surface treatment. Then the repair material was added. Shear bond strengths for repair were measured after 7 days and the results were analyzed by using one way ANOVA. The results were as follows ; 1. Group 3, 4(air abrasion) showed significantly higher shear bond strength than Group l (phosphoric acid)(p<0.05). Group 5, 6(diamond bur) showed higher bond strength than Group l(phosphoric acid) but not significantly different(p<0.05). 2. Group 2(self-etching adhesive) showed lower shear bond strength than Group 1 (phosphoric acid) but not significantly different (p<0.05). 3. There was no statistically significant difference between Group 3 (air abrasion) and Group 4(air abrasion + etching). 4. There was no statistically significant difference between Group 5(diamond bur) and Group 6(diamond bur+etching). In conclusion, the surface treatment with air abrasion resulted in higher repair bond strength than other methods. Repair bond strength was not significantly affected by acid etching.

추간공 경유 경막외 차단술 환자의 합병증에 대한 조사 연구

최선주,배성열,서성화,김상대,김세훈,박정율 대한척추신경외과학회 2004 Neurospine Vol.1 No.1

Objective: To study on the incidence of complications from C-arm guided lumbar transforarninal epidural injections in patients with radiculopathy caused by either lumbar spinal stenosis or herniated intervertebral disc. Materials & Methods: A total of 1200 patients with back/leg pain for more 3 months and received therapeutic injections in recent 1-year period was evaluated. All procedures were performed by one neurosurgeon with careful monitoring by nursing staffs during and after the procedures. Two party observers reviewed medical charts including immediate postprocedure complications using standardized questionnaire. Results: Average 1.9 injections per patient were done. Complications per injection seen included 12 transient headaches (0.9%), 5 increased back pain(0.4%), 4 increased leg pain(0.3%), 4 facial flushing(0.3%), 2 increased blood sugar in an insulin-dependent diabetic(0.2%), I vasovagal reaction(0.08%), and I hypertension(0.08%). All of these complications resolved within several hours to 2 weeks and there were no need for further specific management. There were no major or permanent complications. The incidence of minor complications was 2.3% per injection. All reactions resolved without morbidity. Conclusion: Although effectiveness varies with different pathologies, the C-arm guided lumbar transforaminal epidural injection seems to be a safe and effective procedure for these patients when carefully performed and closely observed with appropriate nursing care.

유·초등학생 장애이해 교육

이유훈,권택환,김희규,유장순,최세민 국립특수교육원 2003 연구보고서 Vol.- No.1

특수교육이 장애학생을 포함한 모든 학생의 특성과 요구에 부응하는 통합교육으로 발전하기 위해서는 무엇보다도 장애인에 대한 편견과 차별이 없어야 한다. 장애인에 대한 편견과 부정적인 태도는 결국 장애인의 사회통합에 부정적인 영향을 미치기 때문에 우선적으로 해결해야 할 과제라고 할 수 있다. 본 연구에서는 「유ㆍ초등학생 장애이해 교육」자료를 개발ㆍ보급하여 장애인에 대한 편견과 차별을 해소하는데 그 목적을 두고, 전문가 협의회, 관련 문헌 탐색, 기존 장애이해 교육 자료 분석, 현장교사 설문 및 심층면담 등을 실시하였고, 이를 통해 얻은 연구 결과를 요약 정리하면 다음과 같다 첫째, 우리의 학교현장에서는 장애이해 교육 시간확보가 어려운 실정이다. 이런 현상은 교육경력이 낮은 교사일수록 또는 학교경영자와 일반교사의 이해가 부족할수록 더욱 심각하게 나타나는데, 이러한 문제를 해결하기 위해서는 국립특수교육원이나 시ㆍ도교육청에서 장애 이해 교육에 따른 시간확보 방안을 제공할 필요가 있다. 장애이해 교육의 필요성에 대한 학교경영자 및 일반교사의 인식 부족을 해결하기 위해서는 학교경영자와 일반교사가 특수교육과 장애인에 대한 이해를 넓힐 수 있도록 하는 다양한 연수프로그램이 마련되어야 한다. 둘째, 장애이해 교육에 활용할 수 있는 자료의 양이 부족할 뿐 아니라, 기존에 개발된 자료를 활용할 수 있는 체계적인 방안이 마련되어 있지 많다는 점이다. 따라서 장애이해 교육에 활용할 수 있는 다양한 자료가 개발되어야 하고, 기존에 개발된 자료는 쉽게 활용될 수 있도록 종류별로 정리되어야 하고, 활용할 수 있는 구체적인 방법도 제시할 필요가 있다. 셋째, 장애이해 교육이 학기초나 '장애인의 날'과 같은 특정기간에 편중되어 있다는 점이다. 장애인식 개선을 위한 교육은 년 중 계획을 세워 일정기간 단위로 실시하여야 한다. 넷째, 장애이해 교육에 활용되는 모델이나 이해교육 방법이 주로 감각장애(시각장애ㆍ청각장애) 또는 지체부자유학생을 중심으로 되어 있다는 점이다. 교육현장에서는 발달장애학생도 많기 때문에 발달장애학생을 모델로 하는 장애이해 교육 프로그램이나 교수-학습방법도 지속적으로 개발되어야 한다. 다섯째, 장애이해 교육방법이 다양하지 못하다는 점이다. 장애이해 교육이 효율적으로 이루어지기 위해서는 장애인의 다양한 특성이 고려되어야 한다. 그러기 위해서는 교수활동 방법 또한 이들의 특성을 고려하여 보다 다양하게 이루어져야 할 것이다. 위에서 제시한 장애이해 교육 실태를 토대로 본 연구보고서에서는 현장교사들이 쉽게 활용할 수 있도록 하기 위해서 1부, 2부로 나누어「유ㆍ초등학생 장애이해 교육자료」를 안내하였다. 제 1부 「장애이해 교육의 개관」에서는 장애이해 교육자료 개발의 필요성, 목적, 연구방법 및 절차, 장애이해 관련 제이론, 장애이해 교육의 현황 및 문제점, 개선방안 등을 기술하여 학교현장의 교사들이 장애이해 교육에 대해 보다 폭 법은 이해를 도모하도록 하였다. 제 2부 「장애이해 프로그램 및 교육자료」에서는 장애유형별 즉, 시각장애, 청각장애, 정신지체, 정서장애, 자폐성장애, 학습장애, 지체부자유 등으로 나누어 제시하여 교사들이 장애 이해 지도를 보다 쉽게 접근할 수 있도록 하였고, 아울러 기존에 개발된 장애이해 교육자료를 도서, 방송프로그램, 영화, 인터넷 웹사이트 등으로 분류 제시하여 학교현장에서 학생의 수준과 활동 내용에 따라서 다양하게 활용할 수 있도록 하였다. 본 프로그램은 「유ㆍ초등학생 장애이해 교육자료」의 한 예에 불과하다. 학교 현장의 지도 교사는 프로그램의 수준을 상향 또는 하향 조정하여 지도할 수 있으며, 생활 주변의 다양한 소재로 프로그램의 내용을 수정 또는 대체할 수 있다. 나아가 창의적으로 새로운 상황을 전개할 수 있도록 하는 노력도 필요하겠다. 2004년에는 「중ㆍ고등학생 장애이해 교육자료」가 개발되어 학교현장에 보급될 계획이다. In order for special education to develop into an inclusive education system that meets the characteristics and needs of all children, including those who are disabled, there must be no prejudices and discriminations against children who are physically or mentally challenged. As the biases and negative attitudes toward persons with disabilities could eventually exert negative influences on their integration into society, these tasks must be effectively taken care of above all else. This study, with the aim of dissolving prejudice and discrimination against the persons with disabilities by developing and disseminating materials for the "Education for Non-disabled Preschoolers and Elementary School Children to Understand Disabilities", has had consultations with experts, researched related books and other documents, analyzed the existing educational materials for understanding individuals with disabilities and conducted surveys on and interviews with teachers in the field of education. The results of the study are summarized as follows. First, the fact remains that it is difficult to secure time to educate on how to understand the children with disabilities at the nation's schools. Such a phenomenon occurs more seriously among teachers with less educational experiences as well as school managers and general education teachers without adequate understanding of the children with disabilities. To resolve this problem, either the Korea Institute for Special Education or the municipal and provincial educational agencies need to provide ideas to secure time to educate the understanding of those who are challenged. In order to solve the lack of understanding of the children with disabilities among school managers and general education teachers, various programs must be created and implemented to train the school administrators and regular teachers to expand their understanding of the persons with disabilities. Second, not only is the amount of materials available for the education of the children with disabilities insufficient, but moreover there are no systematic measures to make the most of those materials that are already developed. Therefore, diverse resources must be developed to use for educating the understanding disabilities, and already developed materials must be classified into categories for easy use along with concrete methods for utilizing such resources. Third, education for understanding the children with disabilities is concentrated on specific periods, such as the early semester or the "Day for the Persons with Disabilities". Education to improve the perception of disabilities should be conducted in periods under an annual program. Fourth, the models or methods used to educate for understanding the persons with disabilities are centered mainly on the individuals with sensory injured (with visual or hearing impairments) or the persons with physically disabled. At educational sites, there are many children with developmentally disabled and so educational programs and teaching-learning methods to educate the understanding of the children with disabilities should be modeled after the children with developmentally challenged. Fifth, the methods to educate the understanding of the persons with disabilities are not diverse. For the efficient education of the understanding disabilities, the diverse characteristics of the persons with disabilities should be taken into account. To be successful in this matter, more diverse methods of teaching activities also need to be used by considering the characteristics of the people with disabilities. On the basis of the reality of developing an understanding and proper awareness of those who are disabled as presented above, this study report guides the "Education for non-disabled preschoolers and elementary school children to understand disabilities" in Part 1 and Part 2 for easy use by teachers on active duty. In Part 1, titled as "A General Survey of Educating the Understanding of the Children with Disabilities", I have described the necessity and purpose of educating the understanding of the children with disabilities, its study methods and procedures, various theories on educating the understanding of the children with disabilities, the current situations and problems of educating the understanding of the children with disabilities and their improvement measures to deepen the understanding about educating the understanding disabilities by teachers on active duty. In Part 2, titled the "Programs to Educate the Understanding Disabilities and Educational Materials," I have classified types of disabilities into visual impairment, hearing impairment, mental retardation, emotional disorder, autism, learning disability and the physical impairment for easy approach to educate the understanding disabilities by teachers. At the same time, I re-categorized the already developed materials to educate the understanding disabilities into books, broadcasting programs, movies, Internet web-sites and others for diverse use at schools according to the children' levels and activities. This program is just one example of the "Education for Non-disabled Preschoolers and Elementary School Children to Understand Disabilities". I have arranged it in such a way as to allow teachers to teach the children by upgrading or downgrading the program's level as well as modifying or replacing the contents of this program by using various materials that can be obtained in everyday lives. In 2004, I am planning to develop and distribute the "Education for non-disabled Middle-and High-school Students to Understand Disabilities".

초등학교 특수학급 교육과정 편성·운영 현황과 문제점 및 개선방안에 관한 연구

이유훈,최세민,유장순,권택환 국립특수교육원 2006 특수교육연구 Vol.13 No.1

췌장암 환자에서 알코올 내장신경 신경파괴블럭 후 발생한 간염

이상은,최석환,김영환,임세훈,이정한,이근무,정순호,최영균,김영재,신치만 인제대학교 2008 仁濟醫學 Vol.29 No.-

Splanchnic neurolytic block(SNB) with alcohol improves the management of pancreatic cancer pain. Adverse effects of alcohol SNB which include regional pain, hypotension, diarrhea, and acute alcohol intoxication are common, but acute hepatitis caused by alcohol neurolytic block is rare. A 63-year-old patient with pancreatic head cancer and liver metastasis had complete pain relief after both retrocrural tansdiscal SNB with 100% alcohol 10 ml. But, 1 day later, liver function test showed a high elevation in the aspartate aminotransferase (AST, 2182 IU/L) and alanine aminotransferase (ALT, 1807 IU/L). The patient had slight jaundice, general weakness, chilling, nausea and vomiting after SNB. Both AST and ALT decreased to 46 and 119 IU/L within 10 days with only supportive therapy. But, 19 days later, the patient died due to pneumonia. Our case illustrates the importance of clinical surveillance especially in patient with hepatic disease after alcohol SNB.

자살 시도에 영향을 미치는 정신사회적 요인

허지원,최광연,이분희,심세훈,양종철,김용구 大韓神經精神醫學會 2007 신경정신의학 Vol.46 No.2

Objectives : A lots of studies have investigated the psychosocial characteristics of suicidal attempters in order to find eff-cient coping strategy and treatment intervention. The purpose of this study was to examine the psychosocial factors affecting the suicide attempt in psychiatric patients. Methods : Two hundred eighty patients who attempted suicide and admitted in the emergency room in 3 university hospitals from December 2003 to May 2006 were recruited in this study. The patients were interviewed using Structured Clinical Inter-view for DSM-IV Axis I disorder (SCID-RV), Lethality of Suicide Attempt Ratings Scale (LSARS) and Risk-Rescue Rating system (RRR). Results : The suicide attempters have psychosocial characteristics of female preponderance, age 20-39, high school in educational level, married in marriage condition, inoccupation, house makers in occupation. Most of attempters used the non-severe methods such as drug ingestion or wrist cutting, and selected home as the place of attempt. The delay until discovery was less than 4 hours for most suicide attempters, and the rate of asking for help directly or dropping clues were high. Major depressive disorder was the most common psychiatric illness among attempters. Conclusions : The present study would be the early stage to explore the risk factor and protect factor of suicidal attempt. This study suggests that the closed observation to potential-suicidal attempter in daily life is critical to protect against the fatal results due to suicidal attempts.

비복신경이식을 이용한 긴 거리의 말초신경 결손부 수복

이종호,이세영,김명진,이은진,안강민,김성민,최원재,명훈,황순정,서병무,최진영,정필훈 大韓顎顔面成形再建外科學會 2003 Maxillofacial Plastic Reconstructive Surgery Vol.25 No.2

The surgery of oral and maxillofacial area poses the risk of cranial nerve damage such as trigeminal nerve or facial nerve. Inferior alveolar nerve is prone to damage in the third molar extraction, implant installation, orthognathic surgery, open reduction and rigid fixation, and tumor ablation surgery. On the other hands,facial nerve is likely to be damaged or sacrificed with trauma or parotidectomy. In case of inferior alveolar nerve injury, the incidence is reported to be about 1.3%. The nerve function will almost recover in minimal damage, but it won't recover at last in total damage of a part of nerve unit. In latter cases, nerve regeneration in intended by allograft as nerve substitute or various route of merve condit. But the recovery with autograft is believed to be most relialbe mrthod in the rapair of long-span(longer than 15㎜)nerve defect. We have performed autologous sural nerve graft in the repair of nerve defect, which is caused by resection of benign or malignant tumor. Hereby we report the method of nerve harvesting, recovery of defected peripheral nerve and the complications of donor site with the discussion of sural nerve anatomy.

중·고등학생 장애이해 교육

우이고,이유훈,권택환,김희규,유장순,최세민 국립특수교육원 2004 연구보고서 Vol.- No.3

본 연구는 중등통합교육현장의 장애이해교육 현황과 문제점을 알아보고 바람직한 장애 이해교육 자료를 개발하기 위해 수행되었다. 연구 대상은 중등 통합교육 현장에 근무하는 208명의 교사로 하였으며 이들에게 설문과 심층 면담을 실시하여 통합교육 현장의 장애이해교육 현황과 문제점을 알아보았다. 본 연구를 통해 나타난 결과를 요약 정리하면 다음과 같다. 첫째, 장애이해교육의 필요성에 대한 학교관리자의 인식이 긍정적이지 못한 경우가 많다는 점이다. 이로 인해 교육현장에서 장애이해교육을 실시하기 위한 시간확보와 이해교육을 실시하는데 많은 어려움이 있는 것으로 나타났다. 이러한 문제를 해결하기 위해서는 우선적으로 학교관리자가 장애인식 개선을 위한 장애이해 교육의 필요성을 인식하고 이를 적극적으로 지원할 수 있는 방안을 마련해야 할 것이다. 둘째, 장애이해교육을 실시하는데 필요한 시간을 확보하기 어려워 장애이해교육을 형식적으로 실시하거나 실시하지 못하는 경우도 있는 것으로 나타났다. 이러한 문제를 해결하기 위해서는 특수교육담당 장학사나 국립특수교육원과 같은 연구기관에서 장애이해교육의 필요성과 그에 따른 시간확보 방안 등에 대한 지침을 제공해 줄 필요가 있다. 셋째, 장애이해교육 실시 대상이 대부분 일반학생 중심으로 되어 있어 일반 교사나 학부모 그리고 학교 관리자에 대한 장애이해교육이 부족하다는 점이다. 이러한 문제를 해결하기 위해서는 일반학생의 장애이해교육과 더불어 교사와 학부모 그리고 학교 관리자를 대상으로 장애이해교육을 실시할 수 있는 자료의 개발과 더불어 교수 방법에 대한 지속적인 관심이 필요할 것이다. 넷째, 장애이해교육 자료가 다양하지 못하다는 점이다. 즉 학생에게 실시하는 장애 이해교육 자료와 교사나 학부모 그리고 학교관리자에게 실시하는 장애이해교육 자료는 그 내용뿐 아니라 전달 방법도 달라야 할 것이다. 그러나 대부분 학교에서는 동일한 자료를 사용하는 경우가 많아 그 효과를 기대하기 어렵다. 이러한 문제를 해결하기 위해서는 교육대상의 특성을 고려한 다양한 장애이해교육 자료를 조속히 개발 보급할 필요가 있을 것이다. 다섯째, 장애이해교육을 실시하기 위한 자료의 수량이 부족할 뿐 아니라 기존의 자료의 질에 대한 만족도가 낮기 때문에 효율적인 장애이해교육을 실시하기 어렵다는 점이다. 이러한 문제를 해결하기위해서는 교육현장에서 활용할 수 있는 질 높은 장애이해교육 자료를 지속적으로 개발 보급할 필요가 있다. 여섯째, 장애이해교육활동 시기가 대부분 학기 초나 장애인의 날과 같은 특성 기간에 집중되어 있으며 실시하는 시간 또한 대부분 재량활동시간에 집중되어 있다는 점이다. 이와 같이 장애이해교육을 특정 기간에 집중적으로 실시할 경우 교육의 효과가 지속적으로 나타나기 어렵고 일회성 행사에 그칠 수 있기 때문에 가급적 연중 계획을 세워 실시할 수 있는 방안을 마련해야 할 것이다. 일곱째, 장애이해교육을 할 때 사용하는 모델이 시각장애, 청각장애 및 지체부자유 같은 특정 장애영역 중심으로 되어 있다는 점이다. 그런데 대부분 교육현장에는 이러한 장애보다는 발달장애학생이 많기 때문에 이들에 대한 이해교육이 보다 중요하게 다루어져야 할 것이다. 끝으로 본 연구를 통해 얻어진 결과를 토대로 장차 보다 깊이 있게 다루어져야 할 내용과 정책 결정시 고려해야 될 내용을 중심으로 제언하면 다음과 같다. 첫째, 통합교육이 효과적으로 이루어지기 위해서는 무엇보다도 장애학생과 통합교육에 대한 긍정적인 인식이 필요하다. 장애학생의 통합을 위해 물리적인 편의시설과 설비, 교재 교구의 확보도 중요하지만 함께 교육활동에 참여하는 학생과 교직원 그리고 지역사회가 장애학생과 통합교육에 대해 보다 긍정적인 인식을 갖도록 다양한 노력을 기울여야 할 것이다. 둘째, 현장 중심의 다양한 통합교육관련 프로그램을 개발 보급할 필요가 있다. 일반교육 현장에서의 보다 효과적인 통합교육을 실시하는데 도움이 되는 연구 프로젝트를 다양하게 제안하고, 통합학급교사와 특수교육교사의 협력방안과 장애학생 가족지원 방안 등에 대한 연구가 필요하다. 셋째, 현장교사와 심층면담 결과 장애이해교육에 필요한 자료를 어디에서 구입해야 되는지 알 수 없다고 하는 교사가 많았다. 따라서 기존의 장애이해교육 자료를 활용할 수 있는 도서 목록이나 자료집을 발간하여 현장에서 보다 쉽게 활용할 수 있도록 해야 할 것이다. 넷째, 설문조사와 면담 결과 아직까지도 장애이핵육의 필요성을 느끼지 못하거나 시간이 없어 장애이해교육을 실시하지 못한다는 교사도 있었다. 따라서 장애이해교육의 필요성에 대한 안내와 교육현장에서 장애이해교육이 지속적으로 이루어질 수 있는 방안이 마련되어야 할 것이다. The purpose of this study is to investigate the status of disability awareness education and develop materials to teach secondary school students to understand disabilities. In order to achieve the purpose a survey and interviews were conducted to 208 teachers of secondary inclusive schools. The results of the research areas follows. First, school administrators' perception tends to be not positive about disability awareness education. Therefore, there are difficulties in time allocation and implementation of disability awareness education at schools. Measures are needed to improve school administrators' perception to encourage them to support disability awareness education. Second, difficulty in allocating time for disability awareness education is a problem which hinders the implementation of disability awareness education. Special education inspectors or KISE(Korea Institute for Special Education) need to provide directions to time allotment for disability awareness education. Third, most of current disability awareness education is for students without disabilities. Disability awareness education for parents, teachers and administrators lacks in quantity and quality. Therefore, development of various materials and teaching methods for disability awareness education that are appropriate for teachers, parents and school administrators should be developed and continuous concern should be followed. Fourth, there are not various types of materials for disability awareness education for different groups of people. Though different contents or methods work for different groups, most schools actually use the same materials for students, parents and teachers. Various types of materials should be developed to provide efficient disability awareness education for different groups of people. Fifth, materials for disability awareness education lack in quantity and also the quality of current materials is not considered satisfactory. More materials of good quality should be developed and disseminated to the field successively. Sixth, the time for disability awareness education is concentrated on specific times such as the beginning of a school year or the Day for the disabled. Disability awareness education is implemented mostly during discretionary activities classes at schools. It is difficult to expect sustained effects of the education when it happens only at specific times of a year and in specific classes. It is encouraged that schools should set up plans for disability awareness education throughout the year. Seventh, the current disability awareness education tends to concentrate on specific disability category such as visual impairment, hearing impairment or physical disabilities. However, students with developmental disabilities are found more often at schools than the students with disabilities mentioned earlier. Therefore, disability awareness education about developmental disabilities should be regarded as more important. Based on these results here are some suggestions which need to be considered for further research and policy making. First, a positive attitude on disability and inclusive education is most important for successful implementation of inclusion. Besides convenient facilities and materials for the disables students various efforts should be exerted to promote disability awareness of students, school staff and community. Second, various programs related to inclusive education need to be developed and disseminated. Research projects and programs to support inclusive education such as programs to promote collaborative among regular educators and special educators and family support for students with special needs should be carried out in the field. Third, teachers said that they had no information about where they could get materials for disability awareness education in the interviews. Handbooks with lists of materials need to be developed and provided. Fourth, the result shows that there are teachers who do not understand reasons for disability awareness education or can not find time for disability awareness education. Therefore, guidance of the reasons for disability awareness education and measures for disability awareness education at schools should be continuously provided in efficient ways.