重複障碍兒의 實態와 그 對策에 關한 硏究

이규식(Rhee Kyu-shik),배성수(Bae Sung-soo),강수균(Kang Soo-kyoon),김종현(Kim Jong-hyun),박미혜(Park Mi-hae),석동일(Suck Dong-il),권도하(Kwon Do-ha),구대회(Ku Dae-hoi),이원식(Rhee Won-shik),권요한(Kwon Yo-han) 한국재활과학회 1988 難聽과 言語障碍 Vol.11 No.1

The purpose of the present research is to identify the prevalence of multihandicapped children enrolled in special schools in Korea and to propose educational countermeasures. 12,939 subjects Were selected from 17,373 students enrolled in 94 special schools in Korea. The issues of the research were: a) The types of multiple handicaps and the prevalence of multihandicapped children in the schools for the deaf, the blind, the mentally retarded, and the physically handicapped. b) The actual states of the multihandicapped children, regardless of the kind of special schools in which they were enrolled. c) The actual states of the social-medical backgrounds of the multihandicapped children. d) The educational countermeasures for the multihandicapped enrolled in the special schools. e) The attitudes and demands of the teachers and the parents of the multihandicapped, The findings were as follows: (Prevalence of the multihandicapped) a) The prevalence of the multihandicapped enrolled in the special schools was as follows; 8.9% from the school for the deaf, 15.7% for the blind, 60.1% for the mentlly retarded, 59.5% for the physically handicapped. b) The prevalence of the types of handicaps in each school was as follows: 1) The multihandicapped students in the schools for the deaf were 3.6% deaf with blind, 49% deaf with mental retardation, 20.1% deaf with physical handicaps, 9.7% deaf with emotional disturbances. 12.0% deaf with speech impairment, and the others 5.5%. 2) The students the schools for the blind were: 16.2% blind with hearing loss, 44.3% blind with mental retardation, 16.7% blind with physical handicaps, 9.7% blind with emotional disturbances, 6.5% blind with speech "impairment, and the others 6.5%. 3) The students in the schools for the mentally retarded were: 3.1% mentaly retarded with hearing 1066, 2.7% mentally retarded with blind, 18.5% mentally retarded with physical handicaps, 22.4% mentally retarded with emotional disturbances. 49.7% mentally retarded with speech impairment, and the others 3.5%. 4) The students in the schools for the physically handicapped were: 3.2% physically handicapped with hearing loss. 3.9% physically handicapped with blind, 35.2% physically handicapped with mental retardation, 4.6% physically handicapped with emotional disturbances, 50.0% physically handicapped with speech impairments, and the others 3.0%. c) The prevalence of each type of multihandicap in the special schools was: 0.7% deaf with blindness, 5.0% mentally retarded with deafness, 1.7% physically handicapped with deafness, 0.5% mentally retarded with deafness, 1.7% physically handicapped with deafness, 0.5% emotionally disturbed with deafness, 0.7% speech impaired. with deafness, 3.4% emotionally disturbed with blindness, 0.2% speech impaired with blindness, 20.0% mentally retarded with physical handicaps, 16.2% mentally retarded with emotional disturbances, 35.9% mentally retarded with speech impairments, 9.4% physically handicapped with speech impairments, and the others 3.9%. d) There were no differences between the prevalences of the multihandicapped males and females, but the absolute number of males was larger than that of the females.(m: 64% f: 36%): also, there was no great difference between the prevalence of the place of birth and the place the child was raised. e) Among the multihandicapped enrolled in school. there were greater numbers of students in classes from the 3rd grade of primary school to the 3rd grade of middle school (8.3%) than those enrolled in an early education program( 1.69%). The fathers of the multihandicapped with educational levels equal to or higher than those of upper secondary school graduates were as follows: blind 21%, deaf 37%, physically handicapped 47%, mentally retarded 51%. The percentage of mothers with similar educational levels was: blind 9,9%, deaf 23%, mentally retarded 30%, physically handicapped 3.1%. The mothers of the multihandicapped

手話의 言語體制的 接近을 위한 基礎探索

石東一 又石大學校 特殊敎育硏究所 1988 特殊敎育學硏究 Vol.1 No.-

According to a tendency of content and method of education to meet individual competency and needs in the trend of current education of the deaf casting out one side of oral language, we analyzed the relational literatures, materials, and basic problems with manual language in Korea anticipating better effects in education with approach of systematic language of present manual language. The results are as follows: 1. Manual language doesn't arrest the development of oral language, but accelerates those of the deaf children. 2. It is not only ignorance of aspects of development of the hearing impaired to insisting use of continuous oral language by parents, teachers, and society, but also inconsistency with aspects of humanism and making psychological pressure, anxiety of language, resistence of oral language to them. 3. It is better to use manual language from early ages, and parents must educate their children with positive and emotional nature from learning sign language. 4. Linguistic characters of American Sign Language (ASL) are notable in an attempt for grammatical approach with sign markers and would continously make studies for diminishing a gap of bilangual.

聲學校 敎育課程 構成을 위한 社會 要求調査

石東一 又石大學校 特殊敎育硏究所 1988 特殊敎育學硏究 Vol.1 No.-

With a view to provide suggestions on amendent of curriculum in deaf school, I surveyed the needs of parents, teachers and specialists. The results are as follows : 1. As society is being change by the rapidly changing judgement of value, thoughts, pattern of behaviors, judgement of value and knowledge are very changing. So bold improvements are neceressary in the whole deaf education. 2. In the basic nature and direction of deaf school curriculum, focus of education should be put on self-realization. For the reasion, the humanstic education should be emphasis from the education in accordance with hearing children education and so, 1) A education plan should be training the men who are conquest the handicap with positive and active. 2) We must amend the level and volume of contents in deaf children. 3) We should be integrate and segrate the subjects with level of learners. 4) We should be introduction nongrade conception and program learning so that we may be able to individual education. 3. Communication method of deaf students have to get out of oral only and sign only. Teaching method of language should be considerated each student's unique needs and ability or should be make practical application of computer. 4. One of the education goal for the deaf student cultivate of ability in theirs occupation. We should be contents, curriculum, institute of vocational education and training professional. 5. We should be reflected idea of career education in order to cope with rapidly changing world. Particularly guarantee a chance of the higher education. 6. Curriculum should be limit a difference scholastic ability between deaf student and normal student.

聾學校 敎育課程 構成을 위한 社會 要求調査

石東一 又石大學校 1987 論文集 Vol.9 No.-

With a view to provide suggestions on amendent of curriculum in deaf school, I surveyed the needs of parents, teachers and specialists. The results are as follows: 1. As society is being change by the repidly changing judgement of value, thoughts, pattern of behaviors, judgement of value and knowledge are very changing. So bold improvements are neceressary in the whole deaf education. 2. In the basic nature and direction of deaf school curriculum, focus of education should be put on self-realization. For the reasion, the humanstic education should be emphasis from the education in accordance with hearing children education and so, 1) A education plan should be training the men who are conquest the handicap with positive and active. 2) We must amend the level and volume of contenst in deaf children. 3) We should be integrate and segrate the subjects with level of learners. 4) We should be introduction nongrade conception and program learning so that we may be able to individual education. 3. Communication method of deaf students have to get out of oral only and sign only. Teaching method of language should be coniderated each studet's unique need and ability or should be make practical application of computer. 4. One of the education goal for the deaf student cultivate of ability in theirs occupation. We should be contents, curriculum, institute of vacational education and training professional. 5. We should be reflected idea of career education in order to cope with rapidly changing world. Particulrly guarantee a chance of the higher education. 6. Curriculum should be limit a difference scholstic ability between deaf student and normal student.

特殊學校 敎育課程動向比較 硏究 : 聾學校 敎育課程을 中心으로 In the Point of the Curriculum for the Deaf Schools

石東一 又石大學校 1985 論文集 Vol.7 No.-

I have researched and compared the actual conditions and current tendency of the curriculum for the deaf students in foreign countries. My research will suggest some basic directions and contents in improving the textbooks for the deaf students in Korea and the teacher training programs in active service on the basis of the results of analyzing and comparing the deep structure of the main tendency. First, the object of the education for the deaf students must be set considering deaf students' psychological characteristics and self-realization on humanism. The contents of educational object for deaf students are as follows; 1. to improve scholastic ability. 2. harmonious development and adjustment of mind and body. 3. persistent will to overcome their physical handicap. 4. to strength their sensory and motor function. 5. to improve their communicatory function. 6. to maintain their harmonious human-relation. 7. citizen's duty. 8. to talk their responsibility. 9. to exercise their rights. 10. to increase their economic competency. 11. to develop their intellectual and cognitive competency. 12. to keep their self-esteem. Second, cure activity must be emphasized as subject-contents and their connection with other subjects must be considered with care. Third, structure and management of the curriculums should be adapted to the nongraded conception in order to reflect individual principle for each student's unique needs. 1. independent organization of curriculum. 2. enlargement of education opportunity for the severe handicapped. 3. integrated subjects, 4. systematic organization of inter-subjects. 5. flexible management of curriculum. 6. the earliest education. 7. consideration of integration of education. Fourth, teacher's special ability should be made the most use of. 1. Topic teaching, 2. collective responsibility of parents-teachers-learners. 3. learner' terminology. 4. maintenance of lingual environments. 5. emphasize relative services. Fifth, teaching method of language should be developed through total communication philosophy. In spite of various opinions about sign language, which is the core of total communication, we should reilluminate their extreme judgements. We should continue the study of the linguistic and systematic approach to establish sign markers and diminish the gap of bi-language because the tendency to teach sign language in combination with oral language from earlier yers can be found. Sixth, special program for the multihandicapped deaf students should be developed, and various mainstream programs for the severe def students should be improved. The selection of subjects would be made effectively for successful mainstream. Teachers' temperament for regular class should be cultivated.

手話의 言語體制的 接近을 위한 基礎探索

石東一 又石大學校 1984 論文集 Vol.6 No.-

According to a tendency of content and method of education to meet individual competency and needs in the trend of current education of the deaf casting out one side of oral language, we analyzed the relational literatures, materials, and basic problems with manual language in Korea anticipating better effects in education with approach of systematic language of present manual language. The results are as follows. 1. Manual language doesn't arrest the development of oral language, but accelerates those of the deaf children. 2. It is not only ignorance of aspects of development of the hearing impaired to insisting use of continuous oral language by parents, teachers, and society, but also inconsistency with aspects of humanism and making psychological pressure, anxiety of language, resistence of oral language to them. 3. It is better to use manual language from early ages, and parents must educate their children with positive and emotional nature from learning sign language. 4. Linguistic characters of American Sign Language(ASL) are notable in an attempt for grammatical approach with sign markers and would continously make studies for diminishing a gap of bilangual.

聾學校의 敎育課程의 改正에 관한 硏究

李圭植,石東一 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

We should recognize curriculums of the deaf schools to be amended through the discussions we've made so far. We analyzed some problems of the current curriculums and developed a tentative plan for amending the curriculums are as follows: 1) In a basic direction and object of curriculum constitution, we added items for compensation of handicapped status of deaf students. 2) Besides special activity, we added that of treatment and education in order to fill up their unique need in forming the curriculums. 3) We have constituted management principles by separating plan, instruction, evaluation, and others for systematic instruction, and added flexibility for actual princples in practice 4) We disposed teachers for treatment and education in order to teach in practice and to meet the new establishment. 5) In a elementary school; a) Children have shool hours per weeks with flexibility or adding or reducing them within a 5% range. b) In order to teach treatment and ducation, we apportioned 3 hours or more per weeks for the first and second grade and 2 hours or more for the other grades. 6) In a secondary school; a) We added flexibility in order to replace selections of industrial and commercial education with occupational instruction to meet the need of students and community. b) We apportioned two hours or more in order to teach treatment and education to every grade students and added flexibility of adding or reducing school hours for weeks within a 5% range. 7) In a high school; a) We made formation of curriculums related with problems of their course, and devided common subjects into special subjects. b) Generals hours of units are equal to those of ordinary schoo, but we added fexibility of schoo hours of adding or reducing within a 5% range, and apportioned 12 units or more for activity of treatment and education. Proposal 1) We should develop explanatory books for amending curriculum and train teachers for them. 2) We should develop systematic device for training teachers who will teach treatment and education. 3) With a view to perform early education, we should develop program for preschool children. 4) We should consider the policy for developing teaching meterials and tools.