랫트에서의 Gentamicin신장독성(腎臟毒性)에 관한 연구(硏究)

조인수,김태종,윤화중,Cho, In-soo,Kim, Tae-jong,Yoon, Hwa-joong 대한수의학회 1986 大韓獸醫學會誌 Vol.26 No.1

Sprague-Dawley rats received subcutaneous injections of gentamicin sulfate, 50 and 100mg/kg for 3, 7 and 10 days. The hematological and blood chemical values were determined. Kidneys were examined histologically and ultrastructurally. The results obtained were summarized as follows; 1. The serum values of aspartate transaminase, blood urea nitrogen and creatinine in the rats administered gentamicin, 50 and 100mg/kg/day were significantly increased than those in the control. 2. The ratio of kidney weight to body weight was significantly increased in the rats injected gentamicin, 100mg/kg for 10 days than those in the control. 3. The brush borders of proximal convoluted tubules in the kindneys received gentamicin, 50 and 100mg/kg/day were decreased or absent in periodic acid-Schiff staining. 4. The necrosis of proximal convoluted tubules was shown in the rats given gentamicin, 50 and 100mg/kg for 7 and 10 days. 5. The regeneration of the proximal tubular epithelia was observed in the rats treated gentamicin, 100mg/kg for 10 days. 6. The number and size of lysosomes were increased in the proximal convoluted tubules of the rats injected gentamicin, 50mg/kg for 7 days, many of which contained myeloid bodies.

개별화 전환교육 계획을 위한 전환사정 모델과 지침 탐색

조인수 ( In Soo Cho ),이윤미 ( Youn Mi Lee ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2008 지적장애연구 Vol.10 No.2

정신지체아의 사회적응기술과 부모의 양육태도와의 관계

조인수 ( In Soo Cho ),한옥희 ( Ok Hee Han ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

본 연구는 정신지체아 부모의 양육태도에 따라 정신지체아의 사회적 능력이 어느 정도 차이를 나타내고 있는가를 밝혀 보다 바람직한 부모와 자녀간의 관계 형성으로 정신지체아의 사회적 능력 향상에 도움이 될 양육태도를 시사하는데 있으며, 구체적인 연구 목적은 첫째, 정신지체아 부모의 양육태도를 밝히고, 둘째, 정신지체아의 사회적 능력을 밝히며, 마지막으로, 정신지체아의 사회적 능력과 부모의 양육태도와의 상관관계를 밝히는 것이다. 정신지체아 부모의 양육태도는 애정적 양육태도에서 가장 높고, 자율적, 거부적, 통제적 양육 순이다. 변인에 따른 양육태도는 고연령, 고학력, 고수입, 종교를 가졌을 경우, 첫째 자녀, 초등부자녀, 남자일 경우 더 애정적ㆍ자율적이다. 정신지체아의 사회적 능력은 평균 이하로, 놀이활동이 가장 높고 다음으로 사회성 일반, 규칙과 법, 대인관계, 자기존중, 자기보호, 책임감 순이다. 정신지체아 부모의 양육태도와 사회적 능력간에는 상관이 있다. 자율적 양육태도에서는 사회적 능력 하위영역 전반에 유의미한 상관이 있다. The study is to find out relationship between social adaptive skills and rearing attitude of parents of children with mental retardation, and then is investigate factors of rearing attitude of parents of children with mental retardation influencing to their social competencies. The conclusions of this study are as follows; First, rearing attitude of parents of children with mental retardation is high in order of affective attitude, and autonomous, refusal, control attitude. Rearing attitude according to variables is more affective and autonomous in order of age, schooling, income, religion, first child, child attending elementary school, and schoolboy. Second, social competencies in children with mental retardation appear to level of subaverage. Social competencies according to sub-domains is high in order of play activities in children with mental retardation, social, rule and law, interpersonal skills, self-esteem, self care, and responsibility. Social competencies according to school year is high in order of middle school 3 grade group, middle school 1 grade, middle school 2 grade, elementary school 1, 2 grade group, and 3, 4 grade. In gender, schoolboy is high than schoolgirl, as well is high social, play activities, rule and law, interpersonal skills, responsibility and self care, while schoolgirl is high than schoolboy in self-esteem. Third, there are significant correlation between rearing attitude of parents of children with mental retardation and social competencies. Especially, there are significant correlation at sub-domains of social competencies in autonomous rearing attitude. Therefore, the findings showed that the more rearing attitude of parents of children with mental retardation is autonomous, the more social competencies in children with mental retardation is improve.

발달장애학생의 자기결정력 강화를 위한 자기옹호와 리더쉽기술 증진방안 고찰

조인수 ( In Soo Cho ) 한국정신지체아교육학회 2006 지적장애연구 Vol.8 No.3

발달지체학생의 자기규칙행동 증진을 위한 목적설정과 과제수행교수 방법 고찰

조인수 ( In Soo Cho ) 한국정신지체아교육학회 2007 지적장애연구 Vol.9 No.1

지적장애학생들의 개별화전환교육계획을 위한 협력적 전환사정 모델 적용

조인수 ( In Soo Cho ),송정선 ( Jung Sun Song ) 한국지적장애교육학회 2009 지적장애연구 Vol.11 No.1

초등학교 특수학급 교육과정 운영실태 분석

조인수 ( In Soo Cho ),박은희 ( Eun Hui Park ) 한국정신지체아교육학회 2007 지적장애연구 Vol.9 No.2

정신지체학교 재량활동 교육과정운영에 대한 교사의 요구

조인수 ( In-soo Cho ),김은자 ( Eun-ja Kim ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.1

이 연구의 목적은 제7차 특수학교 교육과정에서 추구하는 재량활동의 취지에 맞게 재량활동 교육과정이 합리적으로 편성.운영되기 위하여 재량활동에 대한 교사들의 요구가 무엇인지를 밝히고자 했다. 연구대상은 각 시도에 소재한 정신지체 특수학교 교사 250명을 선정했으며, 설문지 배부 후 회수된 설문지 159부를 통계 처리한 결과는 다음과 같다. 첫째, 재량활동 교육과정 편성.운영에 대한 교사들의 요구는 재량활동 편성.운영 시 학생의 요구와 능력.특성이 고려되어야 하고, 현행 국가수준에서 제시한 시간보다 시수 증배가 필요함을 보여주었다. 또한 보충.심화학습으로 현장학습, 체험학습 등의 사회적응능력을향상시킬 수 있는 내용을 원하는 것으로 나타났다. 그리고 재량활동을 창의적 재량활동과 교과재량활동으로 구분 운영하는 것이 바람직하다고 응답하여 교과에 대한 심화보충학습과 범교과 학습이 균형을 이뤄야 한다는 의견을 보이고 있다. 둘째, 재량활동 평가방법과 활성화되고 고려되어야 할 조건으로 평가방법에선 지필평가,포트폴리오를 지적했다. 활성화조건으로 교사의 연수, 행.재정적 지원대책 마련, 학급당 인원축소, 재량활동 계획 및 내용에 대한 교사들의 자율적 결정권 확보, 학교장의 관심과 지원,재량활동을 담당할 강사확보, 도우미 및 자원봉사활동 시스템 확보 등을 중요하게 생각하고 있었다. The purpose of this study is to find out direction of present curriculum in the field of schools by grasping the teachers`` demand for discretionary activities curriculum management which is being pursued by the seventh curriculum for the special schools. The conclusions of this study are as follows; First, in the teachers`` demand for the management of discretionary activities, as for the factors should be considered in the curriculum of discretionary activities, they were importantly regarding demand of students, ability, and character of students, and as for the problems to be repaired when manage the discretionary activities curriculum, they answered as preparing programs for the discretionary activities. According to the question about the relation with national level of time of discretionary activities and practical time of discretionary activities, the most frequent answer was it should be more than the time suggested by national level, so it shows we need to increase the time of discretionary activities. But, as for the teachers`` opinion for the running method of discretionary activities, most of them preferred to run according to the time table by making time table every week. The frequency of this opinion was higher than the opinion that it should be done mainly for field experience study by adjusting to every week + every second week plan, so it shows that the understanding for the meaning of discretionary activities is different even between the teachers. And, as for the contents which should be included in the discretionary activities, teachers point out the contents to increase their study ability by compensating and deepening study of basic subjects as important contents. They thought that organizing as activities group is good for effective study group organizing method when they run discretionary activities, and according to their opinion, effective teaching method for the discretionary activities is small group, individual teaching, class group, and large group activities, in turn. Most major of the teachers replied that it was desirable to run discretionary activities in the special schools for the mentally retarded to run dividing into subject discretionary activities and creative discretionary activities, thus they suggested their opinions that the whole subject study and the deepening compensating study for the subject should be balanced. Second, as for evaluation methods and facilitating conditions for the discretionary activities, the teachers point out that writing assessment and portfolio are effective for evaluating method for the discretionary activities, and that the curriculum organizing host of the discretionary activities should reflect mostly the opinion of the school curriculum management committee and teachers in charge of the discretionary activities. Teachers were eagerly feeling that the discretionary activities training was in need for the teachers in order to develop and activate the discretionary activities.

특수교사의 자기결정기술 교수 증진을 위한 전략과 실행과제 탐색

조인수 ( In Soo Cho ),정성민 ( Sung Min Jung ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.2

본 연구는 문헌분석을 통하여 자기결정에 대한 특수교사의 중요도 인식 및 교수 실행수준과 자기결정기술 교수 증진을 위한 구체적인 실행과제와 전략들을 탐색하였다. 그 결과 특수교사는 대체적으로 장애학생에게 자기결정이 매우 중요하다고 인식하고 있으나 교육 현장에서 자기결정기술 교수 실행수준은 낮은 것으로 나타났다. 자기결정기술 교수를 위한 구체적인 전략으로 모델링, 협동학습 집단 구성,코칭, 교수의 팀 접근,동기화,자신감,창의성 등을 증진시키는 강화기술과 내적 요인을 고무시키는 강화기술과 관련된 행동전략 등이 있고,특수교사가 자기결정기술 교수를 증진시키기 위해 취해야 할 몇 가지 구체적인 실행과제들을 제시하였다.본 연구에서 제시된 자기결정기술 교수 증진을 위한 실행과제들은 현장 교사들의 지도지침이 될 수 있을 것이다. The purpose of this study was to survey perceptions of special education teachers for importance of self-determination, and to explore ways and strategies to improve their self-determination skill instruction. There has been a number of studies over the years that prove how self-determination is important for improving the quality of lives of individuals with disabilities. If self-determination skills can help students with disabilities have successful lives in their communities, it is very important for teachers to teach this to their students. Teachers are meaningful role models for students, and affect the self-determination of students through their interactions with them. When students become the main agents that actively participate in a curriculum and understand the goal, importance, and meaning of study, their levels of academic achievement will rise. Likewise, when teachers acquire their own self-determination skills, and then design instruction and implement it, they can be successful educators that enable students with disabilities to gain self-determination skills and independent lives. Therefore, the researcher expects that teachers faciliate students with disabilities self-determination skills to acquire more effectively and become the good role models by achieving and improving their own self-determination skills.

지적장애학생의 전환교육계획 수립을 위한 자기주장,자기결정 사정도구 구안

조인수 ( In Soo Cho ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2013 지적장애연구 Vol.15 No.2

이 연구는 지적장애학생의 전환교육계획 수립을 위한 자기주장·자기결정 사정도구를 개발하는데 주안점을 두었다. 첫째, 전환교육계획수립의 기초가 되는 전환사정 관련이론(전환사정영역과 방법, 전환사정전략·모델)를 탐색하고, 둘째, 지적장애학생의 전환사정에 주요영역인 자기주장·자기결정기술 조사지(학생, 부모, 교사용)를 구안·제시하였다. 이는 교육 현장에서 지적장애학생의 교육적 요구를 분석하여 개별화전환교육계획 작성의 기초자료로 매우 유용하게 활용할 수 있을 것이다. The purpose of this study is to develop assessment scales for evaluating self-advocacy and self-determination skills. In order to develop this assessment scale, reviews of professional literature and theories were implemented. First of all, the major areas of transition assessment, assessment strategy, and assessment model were investigated. In order to explore the major areas of transition assessment, the purpose, characteristics, and methods of transition assessment were investigated. Secindly, through the review of professional literature and prior studies relates to self-advocacy and self-determination, the relations between self-advocacy and self-determination and the assessment scale for evaluating self-determination were explored. In addition, the other countries, assessment scales that could be applied in Korean schools for evaluating self-advocacy and self-determination were translated and introduced.