특별지원 교육의 성립과 실천과정

박화문 ( Hwa Moon Park ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2008 지적장애연구 Vol.10 No.3

통합교육대상학생 교육권의 재개념화 <취학지도 지원체제를 중심으로>

박화문 ( Hwa Moon Park ) 대구대학교 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.4

Meeting the demands of the time for inclusion, the compulsory education of school attendance for children who apply to special education have something to accomplish both with disabled child and without disabled child to receive a proper education equally. The proposes of this study will interesting at the right treaty for children that is based on the educational practice, do the duty procedure of school attendance to be applied at present, and do the parent``s need for duty supports of school attendance. The result of this study are as follow. First, parents or legal guardances ought to have responsibility, right and duty to indicate and guide in duty practice of school attendance for them. Second, it should be paid regard the self-expression right (self-determination) about their own problem, and be assured it equally in duty practice of school attendance. Third, it should be paid regard the right of regular internal examination relative children``s treatment in school educational agency and other institution after the duty practice of school attendancy. Forth, educational information and employ information and indication for disabled child to need in order to go to school should be opened for all children enough to use all the time.

중국 특수교육 제도적 실제의 변천과정에 관한 연구

박화문 ( Hwa Moon Park ),조수군 ( Shu Jun Zhao ) 대구대학교 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.3

This study was conducted to investigate the developmental process of special education through Chinese history. The conclusion of this study was as follows. First, Students with disabilities were separated from the germinal students in edification period, and special education was involved under the general education, at that time there were 40 special education schools and 2,000 students with disabilities in that period. Second, Chinese special education was influenced and built by communism educational institution in mature period. Specially both Mao ZeDong and Deng XiaoPing``s policy influenced the special education system very much. The most important thing were that a government gave a opportunity to students with disability to go to school at time. Third, Chinese special education was influenced by the reformation and opening a door of nation in developmental period, and lots of laws were systemed and enacted for individual with disabilities by Chinese government. Fourth, Since 1994 in China, 『8·5 plan』and 『9·5 plan』among them, were being treated the concrete policy, the rights of the disabilities, and inclusion, which were introduced the social participation of disabilities. Fifth, Recently, Chinese special education should cover so many things such as education, employment, welfare so on for over 60,000,000(sixty million) disabilities, considering many aspects in China and the best way to built the special education teachers through information technology to solve chinese special education problems.

중도,중복 장애를 가진 학생의 일반교육과정 접근에 대한 고찰

박화문 ( Hwa Moon Park ),사은경 ( Eun Kyung Sa ) 한국초등특수교육학회 2008 초등특수교육연구 Vol.10 No.1

동아시아 특수교육 현황과 과제

박화문(Hwa-Moon Park) 한국언어치료학회 2001 言語治療硏究 Vol.10 No.2

일본특별지원학교 교육과정의 특징

박화문 ( Hwa Moon Park ) 한국초등특수교육학회 2011 초등특수교육연구 Vol.13 No.1

This study announces that the Japan Schools for Special Needs Education curriculum, which comprised government guidelines for teaching, was abolished in March 2009 by the Ministry of Education, Culture, Sports, and Science and Technology (MEXT). The curriculum for special schools had been changed to the Project for the Promotion of the Special Needs Education System. This study presents the characteristics of the Project for the Promotion of the Special Needs Education System, the period of implementation of the government guidelines for teaching, and the ensuing responsibilities. First, the government has teaching guidelines for special needs education institutions such as Schools for the Blind, Schools for the Deaf, and Schools for the Intellectually Disabled, the Physically Disabled, and the Health-impaired. The guidelines apply to the kindergarten, elementary, lower secondary, and upper secondary levels, and are meant to improve the knowledge of learners with special needs so that they could become independent by overcoming their individual characteristic problems. Second, the guidelines prescribe that normal kindergarten, elementary, lower secondary, and upper secondary departments must be able to offer special needs classes for students with special needs. These students include those who are intellectually disabled, physically disabled, health-impaired, have poor vision, are hard of hearing, and others. Third, the guidelines prescribe the schools` use of the Individualized Education Program for each student, because the schools must faithfully teach according to each disabled child`s characteristics. Fourth, the guidelines include the establishment of a system that encourages premeditated and organized interchange and joint study with normal kindergarten, elementary, lower secondary, and upper secondary students. Fifth, the guidelines also prescribe the establishment of a program that helps children with comparatively severe disabilities to change part of or all their classes to the Individualized Education Program, if needed. Sixth, the guidelines require taking by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT)`s examination. Therefore, such guidelines are a legal order, so they have legal character and prescribe legal privileged instruction. Seventh, the guidelines support a program of education that synthetically organizes such school curricula according to the development of the mind of a child, to enable the schools to achieve their purpose and goals. Therefore, these schools should follow the guidelines and establish the education plan for each student`s physical and mental development.

발달장애아의 신경안정과 녹차테아닌(Thenine)의 효능 -문헌을 중심으로-

박화문 ( Hwa Moon Park ),김미숙 ( Mi Suk Kim ) 한국초등특수교육학회 2013 초등특수교육연구 Vol.15 No.1

The children with developmental disabilities have brain dysfunction. Neurotransmitters, like dopamine, noradrenaline, and sertonin, in autistic child have disorder associated with interneuronal network. For leading children with developmental disabilities, it may be very important for the function of neurotransmitter to remain steady properly that is caused by brain dysfunction. In this study, we would understand the effect of Theanine in tea, which is easily access to our daily lives, through literature related to the Theanine. The results are as in the following; Firstly, Theanine in green tea improve sleep disorders of children with developmnetal disabilities, it could provide safety, additional treatment for them. Alpha wave was significently shown in brain side and occipital lobe, it can lead to psychological stability, after children with developmental disorder intook Theanine . Secondly, Theanine in green tea is contained the most amino acid, is the ingredient for phammacological reaction and antagoism of caffeine, is very unique tasty. Thirdly, chemical structure of Theanine has effect on physiologic action of brain because it is very similar with the structure of glutamine and glutamic acid as information transfer for physiological action of brain. Especially, it has effect on various behaviours, including stability for nervous system, memory and learning. Fourthly, taking Theanine changes volume of monoamine and works for blood pressure, that is, it has been reported that taking Theanine after making experiment of spontaneous high blood pressure dropped in blood pressure. Learning feed intake by using Skinner`s box was shown more efficient. Fifthly, fingers and toes were getting warmer after taking Theanine, it caused by peripheral vasodilataion with relaxation. Taking Theanine leads to promote alpha wave which remains stability in brain As mentioned above, we can often drink green tea in daily life that includes a special unique tasty Theanine, it helps stabilize nervous system of children with developmental disabilities, and lead to stability of daily life and both physical and mental health.The children with developmental disabilities have brain dysfunction. Neurotransmitters, like dopamine, noradrenaline, and sertonin, in autistic child have disorder associated with interneuronal network. For leading children with developmental disabilities, it may be very important for the function of neurotransmitter to remain steady properly that is caused by brain dysfunction. In this study, we would understand the effect of Theanine in tea, which is easily access to our daily lives, through literature related to the Theanine. The results are as in the following; Firstly, Theanine in green tea improve sleep disorders of children with developmnetal disabilities, it could provide safety, additional treatment for them. Alpha wave was significently shown in brain side and occipital lobe, it can lead to psychological stability, after children with developmental disorder intook Theanine . Secondly, Theanine in green tea is contained the most amino acid, is the ingredient for phammacological reaction and antagoism of caffeine, is very unique tasty. Thirdly, chemical structure of Theanine has effect on physiologic action of brain because it is very similar with the structure of glutamine and glutamic acid as information transfer for physiological action of brain. Especially, it has effect on various behaviours, including stability for nervous system, memory and learning. Fourthly, taking Theanine changes volume of monoamine and works for blood pressure, that is, it has been reported that taking Theanine after making experiment of spontaneous high blood pressure dropped in blood pressure. Learning feed intake by using Skinner`s box was shown more efficient. Fifthly, fingers and toes were getting warmer after taking Theanine, it caused by peripheral vasodilataion with relaxation. Taking Theanine leads to promote alpha wave which remains stability in brain As mentioned above, we can often drink green tea in daily life that includes a special unique tasty Theanine, it helps stabilize nervous system of children with developmental disabilities, and lead to stability of daily life and both physical and mental health.

일본 특별 지원 교육 성립 배경과 특징

박화문 ( Hwa Moon Park ) 대구대학교 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.1

The goal of the study is to understanding of Japan Special-Supported Education Formation``s background and the Features. Japan Special-Supported Education Formation is based on the final report of the The 21st century Special Education``s Plan, which is presented in January, 2001, and About the Japan Special-Supported Education Formation Plan, which is presented in March, 2003. The results refer to the below. Japan Special-Supported Education Formation``s base is becoming the important detail of the final report About the Japan Special-Supported Education Formation Plan, which is published in January, 2001. The execute of Japan Special-Supported Education``s conversion is achieved the foundation of the final statement About the plan of the Special-Supported Education that is published in March, 2003. The meaning of the Special-Supported Education includes the children who need Special Education Needs because of the their disabilities, and the Special-Supported Education means the children who needs Special Education Needs, instead of their disabilities. The final report of About the Plan of the Special-Supported Education emphasizes the base concept of Special-Supported Education Formation Plan Based on the final report which is published year 2001 and 2003, the each local district prepares Special-Supported Education``s plan, and a long-term plan and a short-term plan for 10 years from now on is going to be established.

초의선사의 다도정신에 나타난 점염실진(點染失眞)

김미숙 ( Mi Suk Kim ),박화문 ( Hwa Moon Park ) 한국초등특수교육학회 2011 초등특수교육연구 Vol.13 No.1

This study is to clarify JeonYumSilJin (點染失眞) in ChoEui`s tea spirit. The spirit of the seventh song in ChoEui`s DongDaSong is YilYumSilJin(一染失眞) which human being can be lost sincere mind by absurdity. That is, this spirit includes that stain can deprive of true color, true fragrance, and true meaning, etc. in tea. This study is to understand ChoEui`s Dado spirit through the concept of Dado and the Tao, and the relationship between the Tao and Dado spirit. Besides, this study is to understand the meaning of JeonYumSilJin (點染失眞) which is shown in Tea-Seon-one-relish of ChoEui`s Zen spirit. The conclusions are as follow; First, the manner and technical movement of Dado are expressed by a model of (good) behavior, and the feelings of comfort and happiness are regarded as very important thing in Dado spirit. Second, Dado aims to ultimate purpose in the Spiritual that is representative of Orientalism, like Confucianism, Taoism, Buddhism, and so on, and the people of Dado pursue perfection of self and happiness by practicing Dado spirit in daily life. Third, the life of Dado can create the spiritual life through much higher emotional practice, as like as it creates a new thing through tea life. Fourth, The Zen of ChoEui`s is to practice Tea-Zen-Identification (茶禪一如 ) in tea spirit by keeping straight mind. Fifth, YilYumSilJin(一染失眞) in ChoEui`s DongDaSong has same meaning JeonYumSilJin (點染失眞) in DaShinJun, and both SaekSim BuYi(色心不二) and SimyilKyungsung(心一境性) show the thought of YiSimBupGae(一心法界) which connotes all the creation and human nature are not different.

다도교육이 여대생의 다도정신과 자아존중감에 미치는 영향

김미숙 ( Mi Suk Kim ),박화문 ( Hwa Moon Park ) 한국초등특수교육학회 2012 초등특수교육연구 Vol.14 No.1

This study is to find out that the influence of Dado education on both Dado spirit and self-esteem in female university students. Dado spirit is composed of eight kinds of spirits which are based on respect, harmony, simplicity, and truth. Self-esteem shows having positive attitude about one`s own oneself. This study is to understand the characteristics of Dado spirit and Self-esteem among those students whom completed Dado education, be taking Dado education, and having never taken Dado education. The conclusions are as follows. Firstly, the highest Dado spirit has shown in the female university students who completed Dado education, and then the groups of being taking and of having never taken Dado education, in sequence. Secondly, the highest Self-esteem has also shown the group of being completed Dado education, and then the groups of being taking and of having never taken Dado education, in sequence. Thirdly, the highest correlation between Dado spirit and Self-esteem was shown in the group of being completed a course of Dado education, and then the groups of being taking and of having never taken Dado education, in sequence. Taking Dado education in University is helpful to establish the foundation of formative character by cultivating sound Dado spirit. Besides, we came to know that this is also helpful to have positive effect on the formation of sound Self-esteem.