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인형극 활동이 정신지체 아동의 수용언어 및 표현언어에 미치는 영향
국미경(Kuk Mi-Kyong),이희구(Lee Hee-Gu) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.1
The purpose of this study was to examine the effect of doll play on the receptive language and expressive language of mentally retarded children. The subjects in this study were three selected mentally retarded children from special school. After the doll play physical activity and doll-making program were conducted in 10 sessions, the main doll-play program was implemented in 40 sessions. The findings of this study were as below: First, the verbal guidance program by doll play had an effect on enhancing the receptive language skills of the mentally retarded children. Though there was an individual difference between the three children in receptive language age, social age, cognitive ability and environment, Child 1 made a great progress in sentence comprehension, part of receptive language skills in which he was particularly interior, compared to rich expression skills. Child 2 also improved after the experiment, though his change wasn't so noticeable, compared to the other children. Child 3 showed the best change in the comprehension of sentence, tense, adjective, and interrogative. Second, the verbal guidance program by doll play had an effect on developing the expressive language skills of the mentally retarded children. The pretest and posttest showed that Child 1 made the greatest change in every area. Child 2 didn't show much improvement due to poorer cognitive ability and vocabulary skills, but he used subject and verb much more often than in the past that just a ,"vord or a syllable was used. Child 3. didn't make much progress in verbal skills, compared to his cognitive ability and verbal comprehension, but his use of logical and accurate expressions increased a lot in speaking with three syllables or about past experiences. As just three mentally retarded children were investigated as a case study, the findings of this study might not be generalizable. There are some suggestions based on the above-mentioned findings: First, exceptional children 'who lack attention span and learning spontaneity could be helped by doll play to be fully motivated and interactive in class. Therefore, it's needed to develop doll-play teaching programs tailored to different types of instruction and subjects and to provide organized, systematic teacher training. Second, as it's found in this study that doll play not only gives a positive impact on the receptive and expressive language of children but brings other areas change, the impact of doll play on the sociability, confidence and human relations of children should be studied deeply.
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그림일기를 통한 언어지도가 정신지체아의 쓰기 능력에 미치는 영향
국미경(Kuk Mi-Kyong),조강인(Cho Kang-In) 한국재활과학회 2005 難聽과 言語障碍 Vol.28 No.1
The purpose of this study was to examine the effect of language guidance by picture diary on the writing skills of mentally retarded children. The subjects in this study were three mentally retarded children from S special school elementary division for mentally retarded youth. The picture diary theme program was implemented in 30 sessions for 11 weeks, three or four times a week, 30 minutes each. To find out the effect of the language guidance by picture diary on their writing skills, pretest, mid-test and posttest were carried out by using 30 items that asked for inserting appropriate postpositional word, sentence linking and short composition.<BR> The findings of this study were as below:<BR> The language guidance by picture diary had an effect on improving the writing skills of the mentally retarded children. Every child showed the best improvement in sentence linking, followed by postpositional word inserting and short composition in the order named. Child 1 made the best progress, followed by Child 2 and 3 in the order named. In particular, the posttest showed that all the children made evenly high improvement in the three areas.<BR> The composition instruction for mentally retarded students has often been disregarded on the ground that it"s more difficult to learn than the other verbal areas, speaking or reading. And it cannot be denied that school curricula have definitely overlooked the importance of composition. Therefore, these are some suggestions based on the above-mentioned findings: there should be sustained efforts to advise and encourage mentally retarded children to write a diary from elementary school and practice composition through life experiences.
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국미경 ( Mi- Kyong Kuk ),박은영 ( Eun-young Park ) 대구대학교 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3
This study was carried out for the purpose of finding out the feeling of their satisfaction actual condition of sign language interpreters. For this, I investigated 252 sign language interpreters licensed from 2001 to 2003 through an e-mail and mail survey and then I chose 90 answers to make a statistical analysis. The results of this research were as follows: A feeling of satisfaction of the interpreters licensed in the last three years ran as follows. Most of them answering these questions were satisfied below the average. but the full time interpreters and the interpreters attended actively supplementary instruction to improve their natural dispositions as a sign language interpreter and skills had highly a feeling of satisfaction. The average length of activity was about two to four years because there were many interpreters only for voluntary service. Since about a half of them hold two offices at the same time, they acted as a service to the public, and were restricted by time in many cases. Most of gatherings in local area did not practice, because there were not programs and public information. The rest of the meetings were for cultivating mutual friendship. A number of interpreters attended actively supplementary instruction to improve their natural dispositions as a sign language interpreter and skills to be an expert. It, however, was pointed out that they needed much cost and were not trained enough in professional skills. To make better this conditions, we should change the weak curriculum into the one related practical life and ensure an occupational stability and systematic educational system in order to activate interpreter``s activity. The interpreting center should offer much information for the deaf and dumb. Since I made only licensed interpreters an object of this research and the rate of withdrawing was low, it was not enough to generalize the results.
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