한국의 임상동작법 현황과 과제

곽승철 한국재활심리학회 2004 한국재활심리학회 학술대회 Vol.2004 No.10

특수학교 교원 연수의 현황과 개선방안

곽승철,백은희,전병운,이병인,이유훈 한국특수교육학회 2002 특수교육학연구 Vol.37 No.1

중등 특수교사 임용시험 출제 경향 분석

곽승철,편도원,남윤석,홍재영 한국특수교육학회 2009 특수교육학연구 Vol.43 No.4

This study aims to derive the controversial points by analyzing the special teacher recruitment examinations from 2002 to 2008 and bring out diverse suggestions to establish the new direction for the examination which is subject to modify in 2009. For this, the type and tendency of test items were examined. Comparative analysis of basic completion subjects which are needed for obtaining teacher qualification was also carried out. Multiple question are divided into 6 sections - knowledge, understanding, application, analysis, synthesis and evaluation - and examined according to Taxonomy of Education. Descriptive questions were analyzed according to the concept of Pedagogical Contents Knowledge which is utilized as a standard for teachers' competence. The results can be summarized as follows. First, multiple question items focused on asking simple and memorized knowledge while descriptive questions concentrated on asking complex knowledge and its comprehension. Second, a part of basic completion subjects for teacher qualification showed the problems of bias and discordance. Third, the multiple questions, which had been examined according to Taxonomy of Education mainly included the questions asking partial knowledge and comprehension, not synthetic and evaluative knowledge. Forth, descriptive questions were examined according to the concept of Pedagogical Contents Knowledge and the results said that though the number of questions with concrete subject contents are increasing, there were still many questions including only types of disabilities not characteristics of disabilities. Based on the results discussed above, the role and training of secondary special teachers as course specialists and the study about the competence of secondary special teachers using the concept of PCK are recommended for further study. 이 연구는 2002년부터 2008년까지 출제된 중등 특수교사 임용시험 문제를 분석하여 문제점을 도출하고, 향후 시행되어야 할 임용시험의 방향을 설정하는데 도움이 되는 다양한 논의를 제안하는데 그 목적이 있다. 이러한 연구 목적에 따라 중등 특수교사 임용시험 출제 문제의 문제형태와 출제경향 분석, 특수학교 교사자격 취득을 위한 기본이수과목들과의 비교 분석, 교육목표분류학에 따른 지식, 이해, 적용, 분석, 종합, 평가로 구분한 객관식 문항 분석, 교사의 전문성 기준으로 활용되는 교육학적 내용 지식(PCK)의 개념에 따른 서술식 문항 분석을 실시하였다. 지금까지의 중등 특수교사 임용시험 출제 문제를 분석한 결과 첫째, 객관식 문항은 단순지식 또는 기억을 묻는 문제에 치중하였으며, 서술식 문항은 복합지식 또는 이해를 묻는 문제에 치중하였음을 알 수 있다. 둘째, 교사자격 취득을 위한 기본이수과목의 일부에서 편중과 불일치의 문제점이 나타났다. 셋째, 교육목표분류학에 따른 객관식 문항을 살펴본 결과 단편적인 지식과 이해 영역의 문제가 많이 출제되었으며, 종합, 평가 영역의 문제는 찾아볼 수 없었다. 넷째, PCK 개념에 따라 서술식 문항을 분석한 결과 구체적인 교과내용을 포함한 문항이 점차 확대되어 출제되는 경향을 보였으나, 장애특성을 구체적으로 밝히지 않고 장애유형만이 기술된 문제가 많았음을 알 수 있었다. 이러한 결과를 바탕으로 교과 전문가로서의 중등 특수교사의 역할과 양성, PCK 개념을 사용한 중등 특수교사의 전문성에 대한 후속 연구를 제안하였다.

지체장애 특수학교 진로교육의 과제와 방향

곽승철 公州大學校 特殊敎育硏究所 1995 특수교육논집 Vol.2 No.-

이 연구는 지체장애 특수학교에서의 진로교육의 당면 과제와 그 방향을 제시하는 데 그 목적을 두었다. 이를 위하여 우리나라 특수학교 진로교육의 과제, 직업 세계의 변천 추이 및 지체장애인을 위한 서비스의 과제를 선행연구들을 중심으로 종합 ·분석하였다. 우리나라 특수학교 진로교육의 과제에 대해서는 직업교육과 직업훈련의 개념 혼돈, 직업교육과 정의 문제, 직업평가체제의 확립, 직무적 접근을 통한 직업안정, 산학협동체제의 확립 등을 검토하였고, 직업세계의 변천 추이에 대해서는 인구양상의 변화, 가족구조의 변화, 정보매체의 발달, 자동화, 환경 문제 등 고용의 질·폭·내용 등에 영향을 미치는 요인들을 중심으로 살펴보았다. 그리고 지체장애인을 위한 서비스의 과제에 대해서는 서비스의 변화, 교육환경의 변화, 관련직원의 변화, 교육시기의 변화, 시대적 상황의 변화 등을 검토하였다. 이와 같은 선행연구 검토를 통하여 지체장애 특수학교 진로교육 모형으로서, 지역사회 지원체제 모형과 직업적 통합을 위한 고용경로 모형을 나름대로 제시하였다. 또한, 장차 지체장애인들이 처하게 될 상황을 미래학적 관점에서 조망하여 지체장애 특수학교에서의 진로교육의 방향을 모색하였다. 현재 우리나라에서 진로교육과 관련하여 진로지도, 직업교육, 직업지도, 직업진로지도, 직업진로교육, 평생교육, 생애교육 등 여러 가지 용어들이 혼용되고 있다. 특히 직업교육과 진로교육 두 용어에 대해서는 학자들마다 견해가 다르다. 필자는 특수학교에 관한 한 진로교육과 직업교육을 명백히 구분하는 것이 사실상 어렵다고 생각한다. 차이점이 있다면 진로는 동적·과정적 개념인 반면 직업은 정적·지위적 개념이라는 정도일 것이다. 여기에서는 진로교육을 직업교육보다 약간 더 넓은 개념 정도로 사용하되, 경우에 따라서는 두 용어를 구분하지 않고 사용하고자 한다.

팔들기 동작 훈련이 자폐성 아동의 주의공유 행동에 미치는 효과

곽승철,이영옥 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2003 정서ㆍ행동장애연구 Vol.19 No.3

The purpose of this study was to investigate the effect of Udeage-training in Dosa-hou on Joing-attention behavior of child with autistic disorder. The subject was an child with autistic disorder who had diagnosis by the Childhood Autism Rating Scale and attended in Japanese special education school elementary department 1 grade student. The child didn't have Dosa-hou experience and observation joing-attention behavior. The Udeage-training in Dosa-hou adopted this experiment involved thirty session, which consist of four periods; admission period, concentration period, enlargement period, and delf-doing period. The child led Udeage-training in Dosa-hou and the tension and force which was unnecessary were removed and selective attention came to be possible, and the attention toward the outside object at initial training period changed with the attention to trainer and his body gradually. The results of observation which used the Joint-attention behavior checklist were improved in the areas of 'the behavior of the answer back hand it points'. 'the behavior of demand', 'the interaction play', 'the imitation behavior' after Udeage-training in Dosa-hou. Also various joint-attention behaviors which imitates the behavior of friend and mother at the scene of daily living were showed. The results of this study indicated that Udeage-training in Dosa-hou had a positive effect on changing attention object and joint-attention behavior in child with autistic disorder.

특수학교 교원의 정보소양 수준 및 교육정보화에 대한 인식

곽승철,편도원 公州大學校 特殊敎育硏究所 2003 특수교육논집 Vol.7 No.-

본 연구는 특수학교 교원의 정보소양 수준과 교육정보화에 대한 인식을 알아봄으로써 특수 교육 교육정보화에 대한 기초 자료로 활용하고자 수행된 것이다. 이를 위하여 전국 97개 특수학교 766명을 대상으로 정보소양에 수준 및 교육정보화에 대한 인식을 설문조사 연구를 실시하였다. 정보소양 수준은 성별, 담당 급별, 근무학교 장애영역, 경력, 직위, 담당교과 계 열, 학력, 연수 경험으로 분류하여 알아보았으며, 교육정보화에 대한 인식은 12개 인식도 문항에 따라 알아보았다. 연구결과에서는 교사의 정보소양 수준을 결정하는 중요한 요소는 교육정보화에 대한 연수경험이었으며, 교육정보화로 인하여 관련 업무는 증가하였다. 또한, 정보화 활용 수업 효과가 전통적인 수업방식보다 학생의 학습효과가 높다고 인식하고 있었다. The society in which we live is being called era of technology and information, and the development of information and computer technology made this possible to happen, which relates to all aspects of our society including especially to the area of educational information that will be viewed as a pridictor of the country’s future. In order to achieve information in schools, the following three conditions should be met. First, hardware computer and other information technology equipment should be in place, second, various computer software and/or programs sould be provided, and third, teachers themselves should be recognizing the importance of information. Without positive perception of teachers who are responsible for the implimentation of information technology and self-initiated efforts, it is not possible to expect the development of informational technology in schools. The aims of this study are to evaluate the level of teacher’s understandings of informational technology and to find out perception of teachers regarding current educational information in special education schools. Thus, the core of educational information in schools, the understandings of teachers towards educational information and perceptions to educational information will provide insights and foundation necessary to improve the quality and the development of informal technology in schools. Research questions are as follows. First, what are the levels of understandings of special education teachers regarding informational technology? Second, what are the perceptions of special education teachers regarding informational technology? Gathered data were analyzed using SPSS for Windows(V10.0). T test was used to find out if there is any difference depending on the acquired certification of computer technology and Anova and Scheffee were uthized to get the relationship between current classes in charge, in-service experience of teachers, special area of disability in current school, the subject area to teach, last degree received, and certification in the area of computer technology and the level of current understandings of informational technology. Perceptions of informational technology in schools was analyzed using percentage and frequencies. The findings of the study are: First, the experence of in-service in the area of computer technology was significant to the level of the understandings. The role of teachers in informational technology is very important and it should be implemented that more opportunities with longer time of in-service should be provided. According to the gender difference, female teachers did not have enough opportunities to participate in-service and should be provided more frequently, and teachers in elementary schools should be focused on fundamental operation and concepts of computer technology and communication, in-service in communication for teachers whose teaching experience were more than 6 years. Second, the increased role of teachers by adapting informational technology in schools should be reconsidered. Teachers believed that, although helpful, the jobs to take care of have been increased. Therefore, maintenence and operation of informational technology in schools should not be given to teachers and administrative process should adapt electronic signing system to speed up the precedure and to reduce the amount of jobs. Third, computer assisted lesson is more effective than traditional model of lesson. To maximize such needs, it is necessary to develop software for students with disabilities. It is also necessary to encourage students disabilities to use assistive technology. Informational technology in schools so far has not focused on the special needs of students with disabilities. In the future, various types of assistive technology to enable students with disabilities should be provided.

심리적 재활 접근 중재방법으로서임상동작법의 연구동향 분석 - 국내연구 중심으로-

곽승철 한국재활심리학회 2012 재활심리연구 Vol.19 No.2

The purpose of this research is to analyze the trend of advanced researches associated with DOUSA-method as psychological rehabilitation intervention for physical and psychological improvement of persons with disabilities and to suggest the direction of future researches on DOUSA-method. For this, 54 theses including advanced researches and dissertations presented in Korean Journals from 1991 to 2009 were the final analysis objects. To see the general features of the analyzed theses, case studies were generally used as a research type and experimental researches were 30%. General types of research subjects were physical improvement of children with physical disabilities, but the researches on children with intellectual disabilities, developmental disabilities and sensory processing disorder were insufficient. Ages of subjects were generally pre-school ages and early school ages, but the researches on adolescents were few. The number of subjects were from 1 to 3 and for genders, researches on female persons with disabilities were insufficient. For variables, independent variables were mostly researches applying whole DOUSA-method, and dependent variables were mostly researches on physical improvement. To see the qualitative features of intervention, intervention time was more than 100 minutes at the beginning but as research has processed it was 40 to 50 minutes. About 45% of researches used 21 to 40 sessions. Periods of training were varied and environments of intervention were the places where the subjects were belonged. There were lots of case studies so before and after evaluation was mostly used as a research design and phased measurement was the following. Only the single subject researches calculated the reliabilities and only 10% of the theses used statistical techniques. Multiple measurements were used rather than single measurements and same measurement scale was consistently used. Seen from these results, types, subjects and designs of future research should be various, and to make sure the data analysis objective, effectiveness of intervention should be presented using statistical techniques, various measurement scales and scientific proof tools.

품행장애 청소년의 도덕적 정서

곽승철,임시순 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2003 정서ㆍ행동장애연구 Vol.19 No.4

In view of conduct-disordered adolescents's moral development, this study aims first to suggest three hypotheses for conduct-disordered adolescents and adolescents, and in morally violent circumstances to compare offender's moral emotions to that of victim. Second, this study aims to compare conduct-disordered adolescents's moral attributions with adolescents. The objects for this study are thirty conduct-disordered adolescents classified on the basis of DSM-Ⅳ(1994) standards and thirty ordinary ones. They are chosen from three middle school and three high school respectively and their ages are ranged from fifteen to seventeen, that is, born from in 1985 to in 1987. In this study, interviews were implemented to find out a variety of moral emotions and moral attributions on moral emotions and attributions. The data were analyzed by chi-squares to examine conduct-disordered adolescents and normal adolescents in a position of offender to that in a position of victim suggested by three hypotheses concerning morally violent behavior. This study is summarized as follows : First, there appears differences in moral emotions in a position offender between conduct-disordered adolescents and normal adolescents. The former is revealed to have more emotions of pleasure, while the latter has more emotions of regret and guilt. Second, regarding the result of moral emotions in a position of victim, normal adolescents's group expressed mostly indignant, while conduct disordered adolescents's group expressed mostly embarrassed or scared rather than indignant brought by properly sympathized response. Third, with regard to moral sentimental reversion in a position of offender, normal adolescents show their moral attributions which relates to profit and loss on products. In contrast, conduct-disordered adolescents were found it relatively low due to moral reason relating to equality and fairness. Moreover, they show their tendency to attributed relatively high due to outcome and emotional distancing. Fourth, concerning moral attributions in a position of victim, for normal adolescents, moral attributions relating to equality and fairness accounts for the highest proportion. Meanwhile, for conduct-disordered adolescents's group, the empathized attributions which have common emotion with the character of the given situation account for the highest proportion. In addition, normal adolescents is higher than conduct-disordered adolescents for the proportion to explain by moral reason.

이완동작훈련에 의한 중복장애아의 재활 지도

곽승철 공주대학교 교육연구소 1994 교육연구 Vol.10 No.-

지체부자유아동의 진단평가

곽승철 국립특수교육원 1995 현장특수교육 Vol.2 No.2