기조강연:21세기를 향한 특수교육의 방향

추국희 한국특수교육학회 1991 한국특수교육학회 기타 간행물 Vol.- No.-

특수 아동 교육 지도

추국희 이화여자대학교 교육과학연구소 1976 교육과학연구 Vol.5 No.-

韓國 어린이의 綜合的 診斷

秋菊姬,李惠星 이화여자대학교 한국문화연구원 1980 韓國文化硏究院 論叢 Vol.35 No.-

Children are more than the object of their parent's love and attention, and they are also the leading forces of the nation in the future. The importance of providing a desirable environment for growing children cannot be fully emphasized in terms of their education. This study is an attempt to analyze the physical, intellectual, emotional, social and personality development of Korean children. I. Objectives A. To survey the actual developmental conditions of physical, intellectual, emotional, social and personality growth of Korean children. B. To analyze home environments of Korean children. C. To form a comprehensive diagnosis of the developmental condition of Korean children as whole persons. D. To examine the factors hindering Korean children's normal development. E. Ro survey the actual conditions of isolated children who should be educated under various types of special programs. II. Method A. Subjects : Primary school third and sixth graders were chosen as subjects. By the stratified sampling method, the whole nation was divided into four types of districts according to degree of industrialization and modernization. These districts were designated: 1) big cities, 2) medium-sized citied, 3) towns, and 4) villages. Four schools were selected from each district and eight classed were chosen from each school by random sampling. The total number of subjects was 3,478 : 1,712 third graders and 1,760 sixth graders. B. Measurement tools: The tools used to effectively implement this study were as follows : 1. A Physical development record file for each child was used to survey physical development. 2. Standardized I.Q. tests were administered to survey intellectual development. 3. A standardized personality inventory and a researcher made self-concept inventory were given to survey emotional, social, and personality development. 4. A standardized home environment inventory was used to analyze the home environments of the children. III. Results A. Physical Development. The average age of the third graders and sixth graders studied was 8 years 10 months, and 11 years 7 months, respectively. 1. As shown below, there seems to be an increasing tendency in terms of physical growth among primary level students. --------------------------------------------------------------- Dimension 1970 Study by Ministry 1975 study by Korean 1979 this study Of Education Pediatrics Association School Grade 3 6 3 6 3 6 Height (in cm) 121 134 123 137 125 141 Weight(in kg) 23 29 23 30 24 33 Girth(in cm) 59 66 60 66 60 67 2. The physical development of children from big and medium-sized citied was significantly greater than of children from towns and villages. 3. Third grade boys were significantly larger in all dimensions studied than girls in the same grade, while sixth grade girls were larger than boys of the same grade. B. Intellectual Development 1. In both grade studied, boys obtained significantly higher I.Q. scores than girls. Third grade: 116.86 (boys) 114.14 (girls). Sixth grade : 108.45 boys), 107.19 (girls). 2. In terms of districts, children of big and medium-sized citied scored significantly higher in the exams I.Q. than children from other districts. 3. In intelligence test performance, there was no significant difference between sexes for the third graders in terms of verbal ability, pictorial grouping and figure grouping. However, children big and medium-sized cities preceded children from towns and villages in this area. For sixth graders there is no significant difference between sexes in word usage, verbal reasoning, numerical reasoning, and figure reasoning. Again at this level, big and medium-sized city children precede town and village children in these areas. Summary of Intellectual Development Findings 1. Children from big and medium-sized cities significantly precede town and village children in terms of I.Q. scores. 2. Regardless of grade level, statistically boys perform higher than girls in terms of intellectual development. C. Emotional Development 1. In the third grade, boys show more active tendencies than girls, while girls demonstrate more stability. In the sixth grade, girls show more sociability than boys. In general, girls grow more rapidly than boys when they develop from third grade to sixth grade. 2. Regardless of grade, the children from big and medium-sized cities have higher scores in terms of general activity, dominance, impulsiveness, and reflectance. Interestingly, sixth graders of towns and villages scored higher on measures of stability and sociability than their big and medium-sized, city-bred counterparts. D. Home Environment 1. According to our inventory scores, big and medium-sized city children have home atmospheres superior to children from towns and villages. 2. In terms of psychological home atmosphere, third grade boys we superior in scores of social upwardness, materialism and openness than girls, while girls were superior to boys in attitudes toward family members, cohesiveness and achievement expectations. 3. In the third grade, the bid and medium-sized city children were superior to town and village children in social upwardness mutual attitude toward family members, cohesiveness, achievement expectations, openness, affection and autonomy. On the other hand, scores of town and village children were superior in terms of role expectations and materialism. In the sixth grade, bid and medium-sized city children are superior to town and village children in social upwardness and cohesiveness, while scores of town and village children precede the bid and medium-sized city children in materialism, role expectations, openness, affection and autonomy. E. Correlations between Home Environment and Physical, Intellectual, and Emotional Development. 1. There was a significant correlation between physical development and emotional development. 2. There was a significant correlation between physical development and emotional development. Weight, especially had a significant correlation to personality development as well as self-concept. 3. There was a significant correlation between physical development and physical home environment. Namely, the ecological environment, including residence, size of house, cultural condition (status) of the house, economic status and family structure correlated with the physical development of the children. 4. There was a significant correlation between self-concept and I.Q. score. 5.There was a significant correlation between personality development and intellectual development. 6. There was a significant correlation between self-concept and personality. 7. There was a significant correlation between home environment and I.Q. scores. 8. There was a significant correlation between self-concept and home environment. 9. There was a significant correlation between personality and home environment.

장애아의 발성·발어를 위한 어조적 방법의 적용에 관한 연구

추국희 이화여자대학교 한국문화연구원 1989 韓國文化硏究院 論叢 Vol.56 No.-

As language difficulties exist in all handicapped children, the development of educational programs for language remediation is earnestly demanded. In our country, however, any concrete remedial and educational method for language development has not been systematized, as to what and how to develop, guide, and remedy the matters of practical educational methods and contents. Therefore, the purpose of the present study was to develop a program through verbo-tonal method as the most natural and effective method for phonation and speech production at the initial language acquisition stage of the handicapped children. For this purpose, three gearing-impaired children, four mentally retarded children, and five autistic children were selected. Chronological age of these subjects ranged from three years and eight months to five years and six months. The period of experiment of the present study was one year. In analyzing the data, pre-and post-test have been administered with non-verbal test, CLAC-Ⅱ, language comprehension and expression test. The case study observation method has been used to describe the results and behavioral change of the subjects. The concrete contents of training program for each area of handicap developed by verbo-tonal method are as follows: 1. Preparatory training program (establishment of relationship, attention, imitation of motion). 2. Basic body movement for phonation (vowel. Consonant). 3. Training program of phonation and speech production for hearing impaired children. 4. Training program of phonation and speech production for mentally retarded children. 5. Training program of phonation for autistic children. The findings obtained from the present study are summarized as follows: 1. Training program for phonation and speech production by verbo-tonal method has markedly developed the ability of phonation and speech production in hearing impaired children. 2. Training program for phonation and speech production by verbo-tonal method ahs been found effective for the ability of phonation and speech production I mentally retarded children. 3. Training program for phonation by verbo-tonal method has been found effective for stimulating the development of phonation and speech production in autistic children. In conclusion, the verbo-tonal method has been found to facilitate the phonation and speech production of the children of three categories. Therefore, the results of the present study that have not only proved the marked effectiveness to hearing impaired children but also showed the possibility of application to the phonation and speech production in both mentally retarded children and autistic children suggest that this verbo-tonal method can be a natural and effective remedial/educational method for many handicapped children with language difficulties.

學習遲進의 特性과 判別에 關한 硏究

秋菊姬 이화여자대학교 한국문화연구원 1978 韓國文化硏究院 論叢 Vol.3 No.-

Since the admission system without examination has been established for Junior High schools, slow-learners, who are unable to be adequately educated in the regular classroom using conventional methods, have become a serious educational problem. (1) Objectives In view of this problem, the purpose of this study is two-fold: 1) to analyze various characteristics of the slow-learner and to determine which variables have greater influence on the slow-learner, 2) to devise an accurate system for identification of the slow-learner so as to provide an effective educational guidance program. (2) Method A) Subjects To achieve the goal of this study, 206 boys and 209 girls were selected from the seventh grade of a Junior High School in Seoul. According to the results of their final examination, the students were divided into two groups : 131 slow-learners and 284 average learners. B) Measurement Tools 1. Home Environment Survey 2. Needs Assessment 3. Learning Habit Test 4. Standard Adjustment Test 5. Interest Scale 6. Self-Concept Inventory 7. Aptitude Test 8. Personality Inventory 9. I.Q. Test (Standard) 10. General Record Test C) Statistical Procedure As an attempt to predict whether or not a child is a slow-learner, the present study employed the "Stepwise Multiple Regression Analysis" to examine predictor variables from the results mentioned below, and to produce a formula for identification. (3) The results obtained were summarized as follows: A) Father's Occupation and Occurrence of Learning disability There was a significant difference between the two groups in connection with the father's occupation. Father of students in the slow-learner group tended to engage in occupations with lower social-economic status than those of the average group. Also, the former experienced fewer economical advantages in the home than the latter. B) Home Environment There was no significant difference between the two groups concerning their sense of value of home. However, there was a very significant difference with regard to home atmosphere: parents of the average group were more permissive and the family members kept closer contact and had more reliable attitudes towards one another than in the slow-learner group. C) Need The needs for achievement and affiliation in the slow-learner group were weaker than those in the average group, while there was no significant difference in sexual and aggressive needs between the groups. D) Learning Habits There was a very significant difference between the groups regarding learning habits. The slow-learner group experienced less motivation, more inefficient techniques for learning, and more unstable emotions than the average-learner group. E) Adjustment The slow-learner group experienced more problems in adjusting to home, self and society than the average-learner group. F) Interest In this area, there was a very significant difference. The slow-learner group demonstrated interest in clerical work, business, sociology, politics, art, while the average-learner group showed interest in physics, literature, biology, music and the out-of-doors. G) Self-Concept The slow-learner group expressed a more negative self concept in physical, moral, personal, family and social matters. H) Personality Among all the personality traits, the slow-learner group consistently had a low score in dominance, sociability and reflectiveness when compared with the average-learner group. I) I.Q. The mean I.Q. of the slow-learner group was I.Q. 95: that of the average group was I.Q. 105. J) Academic Records According to academic records, the slow-learner group had lower marks, especially in English, mathematics, science, and Chinese, than the average-learner group. K) In order of significance, six major predictor variables contributing to the occurrence of learning disability were identified: 1. Aptitude Variable 18% 2. Home Environment 8.9% 3. Intelligence Variable 4.1% 4. Interest Variable 2.7% 5. Learning Habit Variable 1.3% 6. Adjustment Variable 1.0% L) Formula for Identification of Learning Disability Learning Disability score=.24 X Aptitude test score + .21 X Home Environment survey score + .18 X I.Q. + .16 X Interest scale Score + .11 X Learning Attitude test score + .11 X Adjustment test score. This formula can be employed to identify the slow-learner from among a group of average learners in the classroom, and definite criteria should be established with more evidence of field work experience for validation

정신지체의 특성과 바람직한 부모상 : 사회복지 정책을 중심으로

추국희 이화여자대학교 언어실험실 1988 특수아동임상연구 Vol.1 No.-

주제I.맹학교 교육과정의 개선방향

추국희 한국특수교육학회 1986 한국특수교육의 발전과제 Vol.2 No.-

맹학교 교육과정의 개선방향

추국희 한국특수교육학회 1986 특수교육심포지움 Vol.2 No.-

유아용 비언어성 검사(한국판 보렐 메조니 검사)의 표준화에 관한 연구

추국희,김태련 이화여자대학교 한국문화연구원 1988 韓國文化硏究院 論叢 Vol.53 No.-

This study, related to the standardization of a non-verbal test for early childhood children, attended to provide a scientific instrument for assessing the level of mental development of average children in early childhood and of language deficient handicapped children of many types for early identification, early diagnosis, and remedial education with appropriate teaching for development of children. Such diagnostic tools have not been available in Korea previously and as a result of the practice in the Speech and Hearing Center of Ewha Womans University for 3 to 4 years from the year of the Handicapped by U.N., 1981, the standardization of the Non-verbal Test was considered to be reliable and valid, performed to average children, and the base study of the standardization was made after 2 to 3 years study. This Test, divised in Paris, France by Mme. Borel-Maisonny, aimed to give an early identification and an early diagnosis of the level of mental development for children from 18 months to 66 months old. This Test consists of the Main Test and the Compensating Test, the Main Test has 4 subtests divided into eight stages according to difficulty of each subtest area, and three Compensating Test has 4 subtests divided into 5 to 7 stages according to difficulty of each subtest area. This study was performed from July, 1984 to October, 1985 and the subjects were 892 children (420 average children and 472 handicapped children). The average children were attending nursery schools and kindergartens in Seoul and the handicapped subjects were children of mentally retarded, hearing impaired, learning disabled, language and/or pronunciation disordered, cerebral palsied, and stuttering and/or emotionally disturbed diagnosed and educated at the Speech and Hearing Center of Ewha Womans University. Item Validity means of Each Test area and Intercorrelation coefficient are used as statistical methods for Data and Results. The results of study were as follows; First, the average children reached 6 months to 1 year higher levels of mental development than appropriate to their chronological children in the Main Test. So it is necessary to recheck the results after heightening difficulty. Second, the average children reached about 6 months higher levels of mental development than appropriate to their chronological children, in the Matching Eggs, one of subtests of the Compensating Test, and reached about 6 months to 1 year lower levels in three remaining subtests of the Compensating Test. So it is necessary to heighten the difficulty of Matching Eggs and to lower the difficulty of three remaining subtests of the Compensating Test. Third, there is independence between four areas of the Main Test and four areas of the Compensating Tests. Fourth, Matching Plastics and Making Stairs consisted one area of the Main Test made a highest contribution and Inserting a Cork, Finding Missing Parts of Pictures, and Drawing a Human Figure consisted one area of the Main Test made a lowest contribution. Matching Plastics with Different Thicknesses of the Compensating Test made a highest contribution and Matching Eggs of the Compensating Test made a lowest contribution. Fifth, all types of handicapped children reached lower levels of mental development appropriate to their chronological children. Sixth, especially cerebral palsied children didn't perform well in almost all test area. Therefore this test is inadequate for the children of motor disfunctioning or neurological disfunctioning. This test will be more valid and reliable after a second standardization study is carried out to remedy the limitations revealed by the results of this study.

특수 아동 교육 지도

추국희 이화여자대학교 교육과학연구소 1985 교육과학연구 Vol.13 No.-