앵커드수업 활동이 경도지적장애학생의 주의집중과 수업참여 및 또래 관계에 미치는 효과

이점조 ( Jeom-jo Lee ),원상연 ( Sang-yeon Won ) 한국발달장애학회 2009 발달장애연구 Vol.13 No.2

이 연구는 앵커드수업 활동이 경도지적장애학생의 주의집중과 수업참여 및 또래관계에 미치는 효과를 알아보는데 연구의 목적을 둔 실험연구이다. 연구의 대상은 대도시에 소재한 초등학교 4학년 통합학급에 다니고 있는 특수교육대상 학생3명으로 연구설계는 동일한 상황에서 동일한 목표 행동을 보이는 여러 명의 대상자들에게 유사한 행동 변화에 대한 중재전략의 효과를 검증할 수 있는 대상자간 중다기초선 설계를 사용하였다. 이 연구를 통해서 얻어진 결론은 앵커드수업 활동이 경도지적장애학생의 주의집중과 자발적 수업참여 및 또래관계에 미치는 효과가 높은 것으로 나타나 경도지적장애 학생들을 앵커드수업 활동으로 지도하면 효율적인 통합교육이 이루어질 수 있음을 시사해 주고 있다. The purpose of this study was to investigate the effect of anchored instruction activities on the attention, voluntary instruction participation and peer relationship of children with mild disabilities. The specific research questions were (a) whether students who participated in an anchored instruction activities program demonstrated greater gains in the attention than students who did not participate in an anchored instruction program, and (b) whether students who participated in an anchored instruction activities program demonstrated greater gains in the voluntary instruction participation than students who did not participate in an anchored instruction activities program, and (c) whether students who participated in an anchored instruction activities program demonstrated greater gains in the peer relationship than students who did not participate in an anchored instruction activities program. The participants of the study were three fourth-grade children with mild disabilities. This study employed multiple baseline across subjects. The independent variable was a anchored instruction activities and the dependent variables were the attention, voluntary instruction participation and peer relationship. The participants of the study received anchored instruction activities implemented in 23, forty-minutes class hours over 3 to 5-week periods. Anchored instruction activities was implemented in five phases: (a) setting the stage, (b) watching the anchor, (c) identifying the problem, (d) solving the problem, (e) presentation and discussion. The results of the study are as follows: First, there were positive effects on the increase of attention through anchored instruction activities. The increase of attention through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Second, there were positive effects on the increase of voluntary instruction participation through anchored instruction activities. The increase of voluntary instruction participation through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Third, there were positive effects on the increase of peer relationship through anchored instruction activities. The increase of peer relationship through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Therefore, this result indicated that anchored instruction activities employed in this study was an effective instruction program to fostering attention, voluntary instruction participation, and peer relationship of children with mild disabilities.

학교생활언어 훈련이 중등부 정신지체학생의 의사소통 능력에 미치는 효과

이점조 ( Jeom Jo Lee ),여광응 ( Kwang Eung Yeo ),권미영 ( Mi Young Kwon ) 한국정신지체아교육학회 2004 지적장애연구 Vol.6 No.-

사회적 기술훈련이 학습부진학생의 자아존중감 및 대인관계에 미치는 효과

이점조 ( Jeom-jo Lee ),여광응 ( Kwang-eung Yeo ),김영대 ( Young-dae Kim ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.4

이 연구는 사회적 기술훈련 프로그램을 통하여 초등학교 학습부진학생의 자아존중감과 대인관계에 미치는 효과를 알아보는데 있다. 대상학생은 학습부진학생 30명으로서 통제집단과 실험집단에 각각 15명씩 무선배치하였다. 실험집단은 매주 2회씩 방과 후 1시간, 전체 8주에걸쳐 총 15회기 사회적 기술훈련을 집중적으로 실시하였다. 연구 결과, 사회적 기술훈련이 학습부진아의 자아존중감을 향상시키고, 대인관계를 긍정적으로 변화시킨 것으로 나타났다. 따라서 초등학교 학생 수준에 알맞게 잘 계획된 프로그램을 구안하여 적용한다면 학습부진아들이 자신에 대한 긍정적인 평가로 자기 스스로 존중감을 높이고, 긍정적인 대인관계 형성이 이루어질 수 있다는 교육적 함의가 크다고 할 수 있다. The purpose of this research is to find out the impact of the application of social skill training program on the development of self-love and personal relationship of the students who have learning disability in elementary school. This experiment was carried out on 30 students who have learning problems and reside in S city in Jejudo. Both experimental group and control group consist of 15 students among them separately. Social skill training program was only applied to experimental group. For the first time, we searched the theories and researches related to this research. Through this survey, we found that the social training program which had been devised by Jung et could be applied to this research properly. Considering both the experiment period and the characteristic of students who have learning problems, we reconstructed the social skill program simply and carried out the activities like lectures, role-play and rehearsals 15 times. Each activity was taken for 40 minutes and performed two times a week. Before and after examination was carried out byquestions about self-love and personal relationship. Application of the social training program leads to meaningful difference between experimental group and control group statistically. Experimental group showed the improvement of self-love in school and social activities in the examination. Moreover, experimental group members made a progress in communications and understanding and acted more friendly and confidently. The results of the examination tell us that social training program would be able to be applied to elementary school classes for students who have learning disability to increase self-love and ability of personal relationship if the program is designed appropriately for elementary school students. The results of this experiment gives positive effects to teaching method for students who have learning problems. But it is necessary to devise the programs which is easily applicable in everyday lives and consider the characteristic of elementary school students. Also, the development of examination tool which elementary school students can understand without difficulties must be needed.

중북부고령지 적응 조생종 내냉성, 고품질 벼 ‘진한’

현웅조(Ung-Jo Hyun),이정희(Jeong-Heui Lee),정응기(Eung-Gi Jeong),장재기(Jae-Ki Chang),정국현(Kuk-Hyun Jung),조영찬(Young-Chan Cho),이점호(Jeom-Ho Lee),원용재(Yong-Jae Won),서정필(Jung-Pil Suh),안억근(Eok-Keun Ahn),정종민(Jong-Min Jeo 한국육종학회 2019 한국육종학회지 Vol.51 No.4

‘Jinhan’, a japonica rice variety, was developed from a cross between ‘Cheolwon68’ (IT218244) and ‘Junghwabyeo’ (IT260473) by the rice breeding team at National Institute of Crop Science in 2015. ‘Cheolwon68’ is early maturing and resistant to blast disease, and ‘Junghwabyeo’ is a cold-tolerant and high-quality variety. The growth duration of ‘Jinhan’ in the paddy field was 116 days in the Northern Central Highland in Korea, which was similar to that of ‘Jinbu’. The culm length of ‘Jinhan’ was 61 cm, which was 10 cm shorter than that of ‘Jinbu’. The panicle of ‘Jinhan’ was composed of 66 spikelets. The viviparous germination rate of ‘Jinhan’ was 33.2%. ‘Jinhan’ showed resistance to blast disease, but was susceptible to stripe virus, dwarf and black-streaked dwarf viruses, and plant hoppers. The milled rice grains of ‘Jinhan’ showed an excellent palatability index (0.23) and lower protein content (5.7%) than that of ‘Jinbu’. The grain milling characteristics of ‘Jinhan’ were similar to those of ‘Jinbu’. ‘Jinhan’ showed a milled rice productivity of 5.43 MT/ha at four sites cultivated in the Northern Central Highland(Registration No. 7318).

PASS읽기향상 프로그램에 의한 훈련이 읽기장애아동의 동시적,연속적 처리기능에 미치는 효과

여광응 ( Kwan Eung Yeo ),이점조 ( Jeom Jo Lee ) 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.3

읽기장애 아동의 인지적 결함이 읽기장애를 초래한다는 맥락에서 읽기기능의 결함을 알아보기 위해서 인지과정적 접근이 요망된다고 하겠다. 인지과정적 모형에 의해 제작된 PASS 읽기향상 프로그램은 읽기장애 아동의 읽기기능인 해부호화 과정을 향상시킬 것이라는 가정을 우리는 쉽게 할 수 있다. 여기서 우리 나라에는 아직 인지과정적 접근에 의한 읽기장애 훈련 프로그램이 없어 많은 읽기장애 아동들이 학교에서의 학업성취나 더 나아가 사회생활에까지 부적응을 나타내는 경우가 많았다. 마침 이 프로그램에 의한 훈련을 받은 아동들이 해부호화과정에서 많은 향상을 나타내 이것이 우리나라 읽기장애 아동들의 읽기향상에 많은 발전을 가져오리라 판단이 되었다. 본 연구에서는 3명의 순순 읽기장애 아동만을 대상으로 프로그램 훈련을 실시하여 그 결과를 도출하였다. PASS 읽기향상 프로그램은 여러 장애 영역을 통하여타당성이 확인되었으므로, 우리 나라에서도 앞으로는 다양한 수준의 여러 장애 영역의 아동들에게 훈련을 실시하여 그 결과를 검증하여 일반화해야 할 것이다. The purpose of this study were to examine effects of PASS Reading Enhancement Program on simultaneous·successive processing function and word reading of Children with reading disability. Literature review reveals that children with reading disability have some deficiencies in cognitive function and have reading difficulties. So I can assume that one of plausible predictors of reading difficulties in children with reading disability is their poor simultaneous·successive processing function. Subject children 3(second-grade 2; male 1 female 1, third-grade 1; female) with reading disability were selected an experimental child from normal classroom of elementary school. Training of the PREP was consisted of 17~19 sessions for 2 months. Each training session took 30 minutes. The multiple baseline across subjects design was adapted as method in order to reading disability acquire simultaneous and successive processing function. In order to examine the effect of a series of training program two kinds of measurement instrument were used: simultaneous·successive processing function checklist and word list checklist which were translated and revised by the author. Major conclusions of the research drawn from the result were as follow; First. The PREP training on the reading disable children``s simultaneous processing function could help children reading function. Second. The PREP training on the reading disable children``s successive processing function could help children reading function.

자기표현 미술활동이 주의력결핍 과잉행동(ADHD) 아동의 주의산만,공격성 행동 감소에 미치는 효과

여광응 ( Kwang Eung Yeo ),이점조 ( Jeom Jo Lee ),이명화 ( Myoung Hwa Lee ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.1

자기표현 미술활동은 매우 자연스러운 아동의 창작활동이기 때문에 인지적 교과에 비해 좌절감을 덜 느끼게 하며, 다양한 미술재료를 통하여 아동으로 하여금 작품 활동에 집중시켜서 산만성을 줄이고 실제적인 공격성을 창작으로 승화하게 할 뿐만 아니라 내면의 충동적인 요소를 창작 매개체를 통하여 표출시켜 주는 효율적인 문제행동 중재 방법으로 알려지고 있다. 이 연구는 다양한 방법의 자기표현 미술기법을 주의력 결핍 과잉행동아동(ADHD)의 주의산만 행동, 공격성 행동 변화를 위한 중재 전략으로 구성하여, ADHD아동 3명을 대상으로 실험 적용하였다. 연구방법은 대상자간 중다기초선 설계인 단일대상연구법으로 실시하였다. 자기표현 미술기법을 사용하여 주기적으로 활동함으로써 자기표현 미술활동이 주의력 결핍과잉행동장애아동의 부적응 행동인 주의산만, 공격성에 미치는 효과를 검토한 결과 부적응행동이 뚜렷하게 감소되었다. The purpose of this study is to examine the effect of ADHD (Attention Deficit Hyperactivity Disorder) children``s inadaptability (a careless act, an offensive act) through self- expression of the Art activities. These ADHD children were chosen from those who have no troubles in making up conversation with at least 90 or more intelligence (K-WISCⅢ), if you look at the research design, it is an experimental research of 3 children whose single subject research of the multiple base line across the subject design. Self-expression Art activities program was done 21 times which were contained by basic level, expressing level, transforming level, ending level and also examined whether the transformed act still maintained after a while. The result of this survey is as the following. First, Self-expression Art activities program have effectiveness in reducing the ADHD children``s lack of attention. Second, Self-expression Art activities program have effectiveness in reducing the ADHD children``s offensive act. Therefore the study of Self-expression Art activities program has effectiveness in reducing the ADHD children``s inadaptability act.

또래지도가 독해부진아의 독해력과 적응행동에 미치는 효과

여광응,이점조,최지영 국립특수교육원 2003 특수교육연구 Vol.10 No.2

학습부진아 교육과 관련하여 관심이 높은 탐색과제 중의 하나가 독해의 문제이고, 특히, 또래학습에 대한 연군가 집중적으로 이루어지고 있다. 독해력과 정서상의 복합적인 어려움, 또래관계에서의 부적응 등을 겪고 있는 독해부진아에게 또래와의 상호작용을 통해 학습하는 또래 지도는 학습 능력을 개발하고 적응행동을 향상시키는데 매우 효과적인 방법으로 활발히 탐색되고 있다. 또래지도를 통한 실험 중재는 4주간에 걸쳐 우수 상급생에 의하여 또래지도를 8회 실시하였다. 또래지도 실시 후 사후검사를 실시하고, 또래지도 과정(8차시)중은 행동변화에 대한 질적 분석을 하여 또래지도가 독해력과 적응행동 향상에 미치는 영향을 분석한 결과 첫째, 또래지도는 독해부진아의 독해능력향상에 효과가 있으며 둘째, 또래지도 결과 학교생활, 급우들과의 관계 증진에 크게 도움이 되는 것으로 나타났다. 교사와 관계에서의 향상은 학교생활 전반에서의 관계가 향상됨으로서 부수적인 영향을 받을 뿐, 뚜렷한 향상을 보이지는 않았다. The purpose of this study is to show that peer tutoring gives some effects on children's reading comprehension ability and their development of adoptive behaviors. The researchers inspected their basic learning abilities of the four children selected from the fourth grade ones whose reading comprehension was 1.5 grade. The measuring tool was KEDI-WISC inspection and reading comprehension one. In order to inspect the type of their reading comprehension development, we observed the frequency of their adaptive behaviors and that of school adaptive behavior which may indicate the level of the adaptive development. After observing the peer group, we tested their reading comprehension and analyzed the result in quality. It was proved that there were social change before and after the test. The results that the peer tutoring gave the effect on the reading comprehension and on the social ability development are as follows: First, peering tutoring gives significant effect on the development of reading comprehension of the poor reader. This proves that teaching methods gives great influence on the learning ability of the children. At the peer tutoring, the language of that age was used and their little psychological burden brought about more effect. Second, after the peer tutoring the children's relationship was improved. The teacher, however, was concerned with all the school activities, the children's development was not significant to him. During the peer tutoring and the long observation, poor readers showed gradually social ability development according to the development in the inferior of the study and bad relation of social life.

장애이해 프로그램이 일반아동의 태도 변화에 미치는 영향

여광응,이점조,문진아 대구대학교 특수교육재활과학연구소 2004 특수교육재활과학연구 Vol.43 No.1

This study was conducted disability understanding program to disabled children and general children in order to compare the difference of general children attitude change toward disabled children between control group and experimental group. The conclusion of this study is as follows. First, as for general children attitude change in school life, the disability understanding program had a significant effect on female children attitude of understanding disabled children at the inclusive class. Second, as for general children attitude change in personal life, the disability understanding program had a significant effect on female children attitude of understanding disabled children at the inclusive class. Third, as for general children attitude change in social life, the disability understanding program had a significant effect on female children attitude of understanding disabled children at the inclusive class. We may realize the advantages of inclusive education when executing disability understanding programs in cooperation between special teachers and general teachers with intentionally and actively in order for general and disabled children naturally interact with each other at school and local community.

PREP 읽기강화 프로그램 개발을 위한 기초 연구

여광응,이점조,박현옥,김선미 한국특수교육문제연구소 2002 특수교육저널 : 이론과 실천 Vol.3 No.3

읽기는 모든 교과학습에 있어서 가장 기본적인 요소로서,개인의 지적발달,정서적 발달, 사회적 발달에 필수적이다. 주로 초등학교 저학년 시기와 발달지체아에게서 나타나는 읽기 곤란은 발달에 심각한 영향을 줄 수 있으며 이 영향은 청소년기와 성인기에까지 지속되는 경향이 있다. 현재 우리나라에는 읽기에 대한 체계적인 프로그램이나 지도방법이 거의 소개되어 있지 않아 읽기장애아 지도에 많은 어려움이 있는 실정이다. 이에 이 연구는 아동발달,인지,정보동합이론에 기초한 PREP 읽기강화 프로그램을 국내에 처음으로 소개하고, 이를 우리 실정에 맞는 프로그램으로 개발 · 보급하기 위해 PREP 구성의 기본원리,적용대상과 구성내용,적용효과와 현장적용 가능성윤 탐색하고자 한다. As the most essential components in leaming textbooks, reading are very important to develop a individual intelligence, emotion, and sociality. Reading difficulties appearing in the lower grades of an elementary school and children with developmental disabilities on the whole might give severe effects on the development, and it has a tendency to continue until the adulthood. We are having many problems in the systemic program and teaching method in teaching children with reading difficulties in Korea. So this study would introduce PREP(PASS reading enhancement program), based on a children development and a cognitiveness to the Korea and search for the theorical background of PREP, is applying for, organization and effects, and the possibility of application to classroom under the circumstances.

인터넷 전자우편을 활용한 자기주도적 학습이 고등학교 영어 학습부진학생의 학습태도에 미치는 효과

여광응,이점조,석종창 한국정신지체아교육학회 2003 지적장애연구 Vol.5 No.-

인터넷 전자우편을 활용한 자기주도적 학습은 학습자에게 흥미로운 동기유발에 강한 이점이 되고 있다. 뿐만 아니라 컴퓨터는 시간과 장소에 제한 받지 않고 언제든지 학습자가 원할 때 다양하게 학습 환경을 구현할 수 있으므로 주의가 산만하거나 학습동기가 부족한 학습자에 특히 효과적인 적으로 알려지고 있다. 학습에 흥미가 없고 수업방해행동의 심한 소극적인 학습부진학생들에게는 학업성취능력에 초점을 맞추기보다는 무엇보다 자기주도적 학습을 통한 학습태도 개선이 선행되어야 한다. 이 연구의 목적은 영어 학습부진학생들의 수준에 맞는 인터넷 전자우편을 활용한 자기주도적인 학습이 이들의 주의산만 및 수업방해행동 감소와 유지에 미치는 효과를 밝히는 데 있다. 연구결과 인터넷 전자우편을 활용한 자기주도적 학습이 학습부진아의 주의산만과 수업방해행동을 개선하고 유지하는데 효과가 있는 것으로 나타났다. The main purpose of this study is to prove the effects of self-directed learning trough Internet E-mail on non-study behavior change of English underachiever. I have chosen six students of underachiever under my charge out of all the classes in school. The study was conducted over about 60 days from May 13th to July 13, 2002. It did not include extra-curricular activity and holidays. The results of this study are as follows: First, compared with base line, distraction behavior shown during the prescription of self-directed learning period through Internet E-mail have been decreased significantly, proved the effects of self-directed learning through Internet E-mail. Second, compared with base line, studying interruption behavior such as disturbance, disobedience shown during the prescription of self-directed learning period through Internet E-mail have been decreased significantly, proved the effects of self-directed learning through internet E-mail. Third, compared with prescription, low indication of non-study behavior frequency during contingency period means once corrected behavior, given the circumstances of correction period, further reduce non-study behavior. And compared with baseline, during checking period ten days after prescription the target behaviors remained decreased markedly. (distraction, disturbance behavior studying interruption) This indicates thqat after the stopping using the self-directed learning through Internet E-mail the effect remained constant.