특수학교 교육과정 평가준거 탐색

권요한(Kwon Yo-Han),이만영(Lee Man-Young) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.2

도립진자의 스윙업 제어기 설계

권요한(Yo-Han Kwon),최원호(Won-Ho Choi),김범수(Beom-Soo Kim),임묘택(Myo-Taeg Lim) 대한전기학회 1999 대한전기학회 학술대회 논문집 Vol.1999 No.11

청각장애학생의 학업성취 관련 요인 분석

권요한 ( Yo Han Kwon ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3

The purpose of the study was to analyze factors according to environmental variables of remote past, environmental variables of the past, and present environmental variables on what were factors related to schoolwork achievements of students with hearing disorders; to analyze if there are differences in the factors according to background variables of teachers; and to analyze what correlation exists between factors. To this end, a questionnaire survey about factors related to schoolwork achievement was carried out with 100 teachers in special education schools for students with hearing disorders. Collected survey sheets were analyzed by exploratory factor analysis, t-test, product moment correlation of Pearson, and Multiple Regression analysis. The major results of the study were as follows. First, it was figured out that factors related to schoolwork achievement of students with hearing disorders were 10 factors in total - 3 factors in environmental variables of remote past (school environment, social environment, and family environment), 4 factors in environmental variables of the past (cognitive characteristics of students, affective characteristics, characteristics of communication, disorder characteristics), and 3 factors in present environmental variables(teacher variable, teaching plan and management, and teaching implementation and assessment) Second, as a result of analyzing recognition tendency of teachers about factors related to schoolwork achievement of students with hearing disorders and differences in recognition each background variables, in environmental variables of remote past, recognition tendency appeared high in the order of family environment, school environment, and social environment. In environmental variables of the past, recognition tendency appeared high in the order of disorder characteristics, affective characteristics, characteristics of communication, and cognitive characteristics of students. In present environmental variables, recognition tendency appeared high in the order of teaching plan and management, teaching implementation and assessment, teacher variables. Overall, recognition tendency appeared high in the order of environmental variables of the past, environmental variables of remote past, and present environmental variables. For differences according to background variables of teachers, there were differences in recognition according to career in affective characteristics of students and characteristics of communication among environmental variables of the past. There appeared differences in recognition according to career and school in teacher variables among present environmental variables. And there were differences in gender in teaching implementation and assessment. For other related factors, there were no differences in recognition according to background variables of teachers. Correlation among factors related to schoolwork achievement of students with hearing disorders showed significant positive correlation in all the 10 related factors. From the results of regression analysis on influences of factors related to schoolwork achievement on teaching implementation and assessment, it appeared that factors related to schoolwork achievement of students with hearing disorders explained teaching implementation and assessment by 63.6%.

청각장애영아와 일반영아의 의사소통적 몸짓과 어휘발달 특성 비교

권요한 ( Yo Han Kwon ),김영미 ( Young Mi Kim ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.2

This study aims to compare the communicative gestures and the vocabulary developments degree between the hearing impaired infants and the normal infants by their age and to know the relation of the communicative gestures by age to the vocabulary development. The subjects of these studies are 10 hearing impaired infants in 12~36 months and 10 normal infants. They divided into 12~24 months group and 25~36 months group. The conclusion of this study were as follows: 1. In communicative gesture, the hearing impaired infants in 12~36months showed more gestures than normal infants, especially in the deictic gestures. 2. In representative vocabulary development, the normal infants in 12~36 months represented more vocabulary development than the hearing impaired infants. 3. There was no meaningful relations between the whole body gestures and the vocabulary developments, but I found the representative gestures were positively related with the vocabulary development of hearing impaired infants and the representative and conventional gestures were related to the development of normal infants. In this study, I figured out that the representative gestures were so meaningful to the development of vocabulary both hearing impaired infants and normal infants. So, if we understand the conditions which are those before acquiring the spoken language and the information about one-word spoken infants developmental, we could promote the development of vocabulary both hearing impaired infants and the normal infants.

$CO_2$ 레이저 연신 조건이 PET 섬유의 기계적 특성에 미치는 영향

권요한,김성훈,Kwon, Yo-Han,Kim, Seong-Hun 한국섬유공학회 2006 한국섬유공학회지 Vol.43 No.6

The mechanical properties of poly(ethylene terephthalate) (PET) fibers obtained by $CO_2$ laser-heated and high speed drawing process were investigated in terms of their dependence on the laser power and the temperature. The PET fibers were drawn with laser radiation heating under constant draw ratio (1.7) at constant feed roller speed of 100 m/min by the change in the $CO_2$ laser power from 0 to 35 W and different temperature (room temperature, $120^{\circ}C\;and\;140^{\circ}C$). The $CO_2$-laser-heated-drawn PET fibers were characterized with X-ray diffraction (WAXD), differential scanning calorimetry (DSC), birefringence and tensile testing. The mechanical properties of the PET fibers increased with increasing laser power at high temperature, which was attributed to the improvement of molecular orientation, the development of ordered crystalline structure and the increase in the crystallinity.

특수학교 학부모의 학교교육 참여문화 연구

최성록 ( Sung Rok Choi ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1

The purpose of this study was to identify the characteristics of the culture of parents participating in schooling of special school. For this purpose, this study dealt with 5 key areas relating to culture of parents: 1) the educational view of parents(or the educational goal), 2) roles and limits of parents in their participation in schooling, 3) ways and types, 4) range, and 5) cooperation and conflict in their participation in schooling. Data were collected through participant observation and depth interview with parents of the middle class students attended A special school. Based on data collected in this study, the characteristics of parents` culture in schooling were defined as follows. First, parents tended to emphasize their offspring`s self-help ability for daily life as a ultimate educational value and goal because he or she had severe disability. They hoped that their offspring have basic self-help abilities for daily life when they can`t take care of him any longer. Therefore, because they thought of such educational goal as Maginot Line, they taken an active part in schooling and thought of it as a mean to affect schooling policies and to derive it`s positive change. Second, parents thought of participating in school events and activities as their roles in schooling, but they also wanted to see their offspring`s school life as it is. Factors facilitating parents` participation in schooling were as follows: a wish to see their offspring`s adaptive change and get a feeling of relief, the apprehension that their offspring may not adjust due to his disability, and disadvantages to be when they don`t participate in schooling and advantages when they do. These factors indicate parents` earnest wish for their offspring`s adjustment and strong demand for school authorities` concerns with their offspring. Factors hindering from parents` participation in schooling were a long distance to school from home and a lack of time. Third, parents primarily had participated in schooling through bonding among parents. Actually they have a meeting more than once a month along class, grade, or the degree of disability. At the meeting, they have shared a lot of information relating to the day-to-day happenings in school and their own difficulties or experiences. Such bonding among parents have played a critical role in communicating with teachers and school authority. Parents have created tight culture based on trust for each other. Fourth, parents thought that they need to had the authority to evaluate and appoint part-time instructors taken on after school and weekend programs, which is ran by parents` bill. Also parents thought that they need to had the right to receive feedback about their demands from school authority. Of course, parents thought that they shouldn`t invade teacher`s specialty. These demands basically seem to imply the need for feedback about practice of teaching made in school. Finally, as parents` participation in schooling had increased in both quantitative and qualitative aspect, there ware cooperation and conflict between parents and school. Parents actively participated in school events and activities, but rapped out a complaint directly with school, especially when they thought that their offspring have a disadvantage from school. Behind such rapping out it, there was parents` complicated mind, such as feeling of guilt and responsibility for their offspring with disability and anxiety that this disadvantage will recur, if not rap out it.

청각장애 특수학교의 개별화교육계획 수립과 운영에 대한 질적 연구

박인수 ( In Su Park ),권요한 ( Yo Han Kwon ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.3

Based upon the research outcomes and debates, the study yielded the conclusions as follows. First, the managers and teachers alike of special schools for students with hearing impairments perceive that the individualized education plan itself is a necessary constituent factor for an obligation of educating the students with hearing impairment as well as a way to establish the obligation. It can be said that the individualized education plan was created as a basis of management for administrators, a formalized plan for teachers, and a learning opportunity for students. Second, the educational curriculum of special school for students with hearing impairments is operated upon the reconstruction of a national level of educational curriculum by reflecting the current state of each school and students concerned, and in case of a class level, the individualized education plan is implemented and operated by systematizing the format in order to strengthen the links with a school level of educational curriculum and thus contribute to the education for the whole man. Individualized education support teams consist of the teams for schools and for students respectively. For the effective drafting and operation of individualized education plan, the development of various software packages easy to use in educational fields and activation of on-campus network for effective operation of individualized education plan as well as administrative and financial supports and changes in teachers’ perception are needed. In addition, a long run evaluation on individualized education plan and consistent and regular basis of individualized education support team communications may lead to ensure the internal stability of individualized education plan. Moreover, the comprehensive and structural approaches and involvements to the education for hearing impaired students by local community and relevant experts as well as teachers and parents concerned mean the quality improvement of educations for the students with hearing impairments.

초임 보육교사의 장애전담 어린이집적응과정에 관한 내러티브 탐구

강유진 ( Yu Jin Kang ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.4

The study attempted to explore on beginning teachers` educational experiences of adapting themselves to child care centers for young children with disabilities. This study tried to research on the meaning of experiences that new child care center for young children with disabilities on the road to become experienced teachers went through. It is essential to gain a better understanding of new child care center for young children with disabilities to engage in child care center life as a newly appointed teacher. For this research, there were 3 participants and their first 11 months experience was examined. A narrative inquiry was adopted to reveal the meaning of educational experience of adaption. Data were collected and extracted from teachers` reflective journals, participative observation and individual interviews. By the teachers` retelling of their experience, the evens were confirmed and compiled. All data were analyzed through the following procedure: data arrangement, understanding, categorization, and scrutinizing, content analyses and core category construction, and data reexamined and interpretation. The results of this study through the above methods are following:First, teachers in child care centers for young children with disabilities experienced frustration and skeptical thought because of smashing limits through teaching-study trial and error. They understood the special characters of young children with disabilities little by little and had themselves a teaching-study competence through reflecting their teaching style. They realized that teaching-study for young children with disabilities set a goal that finishing daily work than teaching something and accepted limits of young children with disabilities. Second, teachers in child care centers for young children with disabilities experienced both child care duties and special educational duties. Because of these duties, they first felt anxieties and undergo the dilemma between child teacher roles and special teacher roles. However, they went through those and became the experts for children with disabilities. Third, teachers in child care centers for young children with disabilities formed the various connection comparing with child care teachers. They had troubles with special teachers, speech therapists and physical therapists about educational approach and had difficulties communicating with them due to the lack of understanding about each field. Though child care teachers taking the role of co-teacher in the classroom, specific character composed of women brought invisible love and jealousy between members. By adapting to hidden dissatisfaction and dissension, they tried to keep the harmonious relation and extended their relation by understanding each situation.

균형적인 문해프로그램이 언어발달지체 아동의 조사, 어미 및 구문능력에 미치는 효과

전맹순 ( Maeng Sun Jeon ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.2

The purpose of this study was to illustrate the effects on the balanced literacy program to use ability of grammatical morpheme (postpositions, endings) and syntactic abilities by comparing the experimental group with control group for children with language delayed children. The 10 children with language developmental delayed composed of both experimental group and control group were selected to find out effect of balanced literacy program application and they were 1st to 2nd grade in the integrated educational environment. The 10 children with language developmental delayed whose language age was between 5~6 years old used oral speech in communication, and were not good at grammatical morpheme(postpositions, endings) and syntactic abilities, The balanced literacy program was remedied and developed by researcher, In this study, balanced literacy program unifies four language function namely speaking, hearing, reading and writing activities reasonably, It is composed of two segment of grammatical morpheme and syntactic abilities. Effects on the balanced literacy program to use ability of grammatical morpheme and syntactic abilities for children with language developmental delayed children result in as followings. First, the balanced literacy program was effective to improve ability of grammatical morpheme at language developmental delayed children. Namely, the balanced literacy program was positive impacts on various particles and endings in subordinate areas, And the children of the experimental group was effective in postposition and ending and appeared higher than control group. Second, the balanced literacy program was effective to improve syntactic comprehension abilities with language developmental delayed children. Namely, the balanced literacy program was positive impacts on the syntactic and semantic structure in syntactic comprehension abilities test, And the children of the experimental group was significant difference in syntactic comprehension abilities rather than control group. These findings indicate that the children with language developmental delayed showed difference both experimental group and control group, which suggests possibility of grammatical morpheme and syntactic abilities`s change through intervention in clinical application.

열수송관 유지보수점검 모바일시스템 표준모델 개발

권영진(Young Jin Kwon),권요한(Yo Han Kwon),김주용(Jooyong Kim),임신영(Shin Young lm) 대한설비공학회 2015 대한설비공학회 학술발표대회논문집 Vol.2015 No.6