장애 영,유아 교육기관의 가족지원 실태 조사 -IFSP 원리 및 구성요소를 중심으로-

조현근 ( Hyun Geun Jo ),이병인 ( Byoung In Lee ) 한국특수아동학회 2014 특수아동교육연구 Vol.16 No.1

In order to explore current status of family support of infants and young children with disabilities, this study attempted to investigate family support status of domestic research based on purposes, principles, and components of the IFSP. To solve the research problems, survey methods were used. The questionnaire survey was performed as follows. In early childhood special education organization across the country, total 238 organizations were selected―kindergarten for infants and young children with disabilities, special schools for infants and young children with disabilities, day-care centers for infants and young children with disabilities. 151 of 238 questionnaires were used for data analysis. To analyze the data the following methods were used―percentage and frequency analysis. The findings were as follows. First, management documents for family of infants and young children with disabilities needed to be developed. Second, training on the use of family assessment tools was required. Third, in order to cooperate among experts, better understanding of each other`s areas on expertise was required. The cooperation programs and workshops needed to be developed. Fourth, assessment specialists were required. Fifth, professional staff in special education related services were required. Sixth, the concepts of service coordinator and case manager should be clearly defined. Seventh, the supports for the transition, such as provision of information and DB construction were required. Eighth, arrangement that reflected the characteristics of disabled young children was needed. In the future, the results of this study would contribute as follows; proposing the direction on researches related to the family support and providing a basis for family-centered practice in early childhood special education fields.

유아통합교육의 연구 방향성 탐색을 위한 연구 동향 분석: 2007-2016년 국내 특수교육 전문 학술지 논문을 중심으로

조현근 ( Jo Hyun-geun ),이병인 ( Lee Byoung-in ) 대구대학교 한국특수교육문제연구소 2017 특수교육저널 : 이론과 실천 Vol.18 No.3

The purpose of this study was to explore implications for future research in inclusive education for young children with disabilities by analyzing Korean Special Education Peer-reviewed Journal Articles published between 2007 and 2016 . For this end, total 177 articles published in eighteen special education peer-reviewed journals from 2007 to 2016 in Korea were selected, and were also analyzed by analysis of frequency according to topics of research, subjects of research, and types of research. The results were as followed. First, researches that show practical inclusive phenomena in early childhood inclusive education settings should be conducted by using various research methods. Second, researches related to the effectiveness of teaching strategies and intervention that can be applied in daily life in early childhood inclusive settings should be conducted consistently. Third, for the effectiveness of inclusive education, `practical` researches should be more conducted by integrating curriculum for young children with disabilities and their peers, showing close cooperation between special education teachers and regular education teachers, and also conducting researches to improve perception on `disability`. Fourth, survey researches related to situation and needs on physical environment in early childhood inclusive education should be also conducted. Finally, researches dealing with parents and families of young children as subjects should be conducted consistently. These results in this study will be effectively used and utilized to help understand the current research trends and future directions in inclusive education for young children with disabilities.

지적장애 및 자폐성장애학생의 고등교육 지원을 위한 특수교육대상자특별전형 실태 분석 및 선발방법 개선에 관한 연구- K대학교를 중심으로 -

조현근 ( Hyun Geun Jo ),오세철 ( Sei Cheol Oh ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

The aim of this article is to ensure objectivity and fairness of admission by examining the present state and improvement of special admission for students with disabilities. For this purpose, this study reviewed the related literatures and analyzed the contents. Analysis are as follows: history and present state of higher education students with disabilities, present state of special admission for students with disabilities of domestic universities, selection method (eligibility, minimum academic standards, assessment methods), in addition to special admission for students with disabilities of K university. The findings were as follows: composition and training of admission officer team, establishment of related to regulations and specific talent type, Simplification and optimization of assessment methods, insurance of the objectivity and reliability through deliberation process of admission officer team. In detail, 1) the assessment criterions by considering the characteristics of students with disabilities is prepared. 2) the appropriate support for selection of students with disabilities is needed. 3) the admission eligibility by considering the concerns, priorities and gifts of students with disabilities is reorganized. 4) the criteria for fairness of special admission for students with disabilities is presented. 5) the development of the document form for an accurate assessment are required. These results will provide the useful informations to conduct special admission system for students with disabilities in universities.

PBL 기반 ‘장애유아통합교육’ 수업이 예비유아교사의 통합교육 신념과 교사 효능감 및 학습 만족도에 미치는 효과

강성리(Kang, Seong-Ri),조현근(Jo, Hyun-Geun) 한국열린유아교육학회 2021 열린유아교육연구 Vol.26 No.5

본 연구의 목적은 PBL 기반의 ‘장애유아통합교육’ 수업이 예비유아교사의 통합교육 신념과 교사 효능감 및 학습 만족도에 어떠한 영향을 미치는지 알아보는 것이다. 연구 대상은 장애유아통합교육 수업을 수강한 예비유아교사 45명이다. PBL 기반 장애 유아통합교육 수업은 강의식 수업과 문제중심학습 방식을 혼합하여 사용하였고, 문제중심학습은 3개의 PBL 문제로 구성하여 총 9주간 진행하였다. PBL 기반 장애유아통합교육 수업이 통합교육 신념과 교사 효능감에 미치는 효과를 검증하기 위하여 사전-사후 검사를 실시하였다. 자료 분석은 SPSS 프로그램을 이용하여 대응표본 t검증을 실시하고, 학습 만족도에 대한 평균과 표준편차를 산출하였다. 연구결과, PBL기반 장애유아통합교육 수업은 예비유아교사의 통합교육 신념(t=-6.80, p<.001)과 교사 효능감(t=-8.11, p<.001)에 통계적으로 유의미한 효과가 있는 것으로 나타났으며, 수업에 대한 학습 만족도는 높은 수준(M=6.71, SD=.47)으로 나타났다. 본 연구는 향후 예비유아교사를 위한 통합교육 관련 교원양성 과정의 자료로 활용될 수 있을 것이다. The purpose of this study is to find out how the PBL-based inclusive education class for children with disabilities affects pre-service early childhood teachers’ beliefs, teacher efficacy, and learning satisfaction. The subjects of this study were 45 pre-service early childhood teachers who took this class. The PBL-based class used a mixture of lecture-based classes and problem-based learning methods. And the problem-based learning consisted of three PBL problems and was conducted for a total of 9 weeks. A pre-post test was conducted to verify the effect of PBL-based inclusive education class for children with disabilities on pre-service teachers’ beliefs about it and their self-efficacy. For data analysis, paired sample t-test was performed using the SPSS program, and the mean and standard deviation for learning satisfaction were calculated. As a result of the study, the PBL-based inclusive education class for children with disabilities was found to have a statistically significant effect on the teachers’ beliefs(t=-6.80, p<.001) and their self-efficacy(t=-8.11, p<.001) toward inclusive education, and the learning satisfaction with the class was at a high level(M=6.71, SD=.47). This study will be helpful in developing teacher training courses related to inclusive education for pre-service early childhood teachers in the future.

발달지체 영,유아 가족의 요구에 따른 가족지원 프로그램 내용구성 및 활용방안 탐색

이병인 ( Byoung In Lee ),조현근 ( Hyun Geun Jo ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.2

The purpose of this study is to find out the components of family support programs and to explore the application of family support programs for infants and toddlers with developmental delays and their families. Total 15 articles published in Korean Research Foundation related to family support needs survey were analysed for this study. Focusing on mothers of younger children with developmental delays, in-depth interviews were conducted. In-depth interview data were analyzed according to the constant comparison. The results of this study indicated six contents of family support programs; relationship, information, psycho-emotion, professionals, resources, financial support. In addition, for application of effective family support programs, the following elements should be considered; strengthening family functioning, levels and steps of family stress, approach based on life-cycles of younger children with developmental delays, community-use. identification and application of family’s resources, considerations on family needs, considerations on special situation and unique cultural background of families of children with developmental delays. The results in this study will be helpful to teachers and professionals who want to develop and implement the family support programs in real special education settings.

유치원 통합교육 현장에서 일반교사와 특수교사가 경험하는갈등과 상생에 관한 내러티브 탐구

원길재(Gil Jae Won),조현근(Hyun Geun Jo) 한국열린유아교육학회 2014 열린유아교육연구 Vol.19 No.6

장애유아가 일반유치원에서 다양성과 차이를 존중받으며 일반유아와 함께 교육을 받는 유아통합교육이 유치원에 점점 확산되고 있다. 나는 특수교사로 유아통합교육을 하는 동안 일반교사와 특수교사 간의 갈등이 유아통합교육의 성패를 좌우하는 주요 요인임을 보게 되었다. 이 연구의 목적은 통합교육을 하는 교사들이 경험하는 갈등의 양상을 살펴보고, 갈등을 넘어 상생할 수 있는 방법으로서의 지향점들을 찾아보는 것이다. 이를 위해 유아통합교육을 하고 있는 일반교사 4명과 특수교사 4명에 대한 심층면담과 참여 관찰을 실시하였다. 연구 결과 교사들의 갈등은 조직 내 힘의 불균형 및 교육관의 차이로 인한 교사 간 갈등과, 교육을 잘해보고자 하는 교사 내 갈등이 동시에 존재하였다. 또한 교사들은 “운명”적으로 만나 서로를 “인정”하며 “성장”하는 동안 자연스럽게 “한솥밥 식구”가 되어갔다. 또한 교사들이 이러한 갈등을 넘어 상생의 길로 나아가기 위해 더 나은 유아통합교육 문화를 위한 교육적 모색을 함께 해 나가는 것이 도움이 됨을 논의하였다. Kindergartens increasingly employing integrated systems in which children with various disabilities can discover their diversities and differences as they interact with children without disabilities. A crucial factor that leads to success in such a school system is the cooperation between special education teachers and general teachers. In other words, the success of integrated school systems depend in large part on how these two groups of teachers overcome their conflicts. Hence, the purpose of this study is to first describe their various types of conflicts and to then find ways of establishing synergistic and productive relationships. The study employs a qualitative research methodology and the in-depth interview method. Carefully selected for the study were five specialized teachers and five general teachers. Analysis produced several findings. In the initial stage, the groups began to experience conflict due to their different educational viewpoints and the unbalanced power structure between them. They also showed that positive conflict could come from a desire to make a constructive integrated class. As such, as time went by, those general teachers and special education teachers came to an awareness that they played a significant role in complementing each other in the integrated class by way of taking a series of steps such as “Fatalistic Attitude,” “Acknowledgement,” and “Cooperation for Growth.” The study delves into the necessity of teachers`` practicing cultural relativism in their educational philosophy. It also searches for educational approaches and methods that better enable general and special education teachers to experience a more inclusive class and greater success.

장애유아의 놀이 참여와 교사의 놀이 지원에 관한 예비유아교사의 교육실습 경험에 관한 연구

강성리(Kang, Seong-Ri),조현근(Jo, Hyun-Geun) 한국열린유아교육학회 2020 열린유아교육연구 Vol.25 No.5

본 연구의 목적은 통합학급 교육 실습 경험을 통해 형성된 장애유아 놀이 참여와 교사의 놀이 지원에 대한 예비유아교사의 인식이 어떠한지 알아보고자 하는 것이다. 이를 위하여 예비유아교사를 대상으로 포커스 그룹 인터뷰(focus group interview)를 실시하였다. 인터뷰 자료는 의미단위 분석을 통해 주요 개념을 도출하여 범주화하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 예비유아교사들은 장애유아의 놀이선호도, 또래 놀이 참여에 대한 강점과 약점을 놀이에 영향을 끼치는 내재적 요인으로 인식하였다. 둘째, 예비유아교사들은 교사의 교육적 신념 및 태도, 또래의 인식 및 가정 연계 정도, 물리적 환경 및 교재 교구, 전문가 간 협력 및 교사 교육을 장애유아의 놀이에 영향을 끼치는 외부 요인으로 작용한다고 인식하였다. 셋째, 예비유아교사들은 장애유아의 놀이를 지원하기 위한 방법으로 사회적 기술 교수, 장애 이해 및 또래 수용을 고려한 수업 운영, 놀이 확장 및 흥미 유발을 위한 지원 전략이 사용된다고 인식하였다. 본 연구는 통합학급 내 장애유아의 놀이를 지원하는 교사 및 보조 인력을 위한 교육의 기초 자료로 활용될 수 있을 것이다. The purpose of this study is to investigate pre-service kindergarten teachers" perceptions on play participation of young children with disabilities and play support of teachers formed through an inclusive class practicum experience. To this end, a focus group interview was conducted on pre-service kindergarten teachers. The interview data were categorized by deriving key concepts through semantic unit analysis. The results of the study are as following: First, pre-service kindergarten teachers recognized the play preferences of young children with disabilities and their strengths and weaknesses in peer-play participation as intrinsic factors that influence play. Second, pre-service kindergarten teachers recognized that "educational beliefs and attitudes of teachers", "perception of peers and connection of families", "physical environment and teaching materials", and "cooperation among experts and teacher education" act as external factors that influence play. Third, pre-service kindergarten teachers recognized that teachers use "instruction of social skills", "class management in consideration of peer-acceptance and disability awareness", and "support strategies for expanding play and inducing interest" as methods to support play of young children with disabilities. The results of this study can be used as a basic resource for teachers and assistants in education supporting the play of young children with disabilities in inclusive classes.

유아특수 교육과정 편성,운영에 대한 실태 및 개선방안

이병인 ( Byoung In Lee ),이지효 ( Ji Hyo Lee ),조현근 ( Hyun Geun Jo ),김현숙 ( Hyun Suk Kim ),박민정 ( Min Jung Park ) 한국특수아동학회 2010 특수아동교육연구 Vol.12 No.2

강화된 환경중심 언어중재가 발달지체유아의기능적 의사소통 행동에 미치는 효과

이주영 ( Ju Young Lee ),이병인 ( Byoung In Lee ),조현근 ( Hyun Geun Jo ) 한국특수아동학회 2015 특수아동교육연구 Vol.17 No.4

This study was intended to examine the effect that reinforced environment-oriented linguistic mediation would have on functional communication behaviors of children, infants and young children(hereinafter referred to as child) with a developmental delay. For that, the study selected the 4-year old child with a developmental delay in special classes of ``Kindergarten A`` located in Gyeonggi-do. To validate the effect of reinforced environment-oriented linguistic mediation, the study used the inter-situational(free optional activities, lunch break time, fine art activities) multiple baseline design. The data were collected through the event record method with respect to occurrence frequency specifically based on total frequency of request and reaction in connection with functional communication behaviors and respective academic degree functions. The results of this study suggested the followings: First, the reinforced environment-oriented linguistic mediation led to an increase in the frequency of request(request for information, request for behavior, request for objects, request for permit) among functional communication behaviors of child with a developmental delay. Second, the reinforced environment-oriented linguistic mediation resulted in an increase in frequency of reaction(reaction to question, reaction to request, reaction to repetition and ritual response) among functional communication behaviors of child with a developmental delay. Third, the reinforced environment-oriented linguistic mediation led to lower but constant frequency of request and reaction among functional communication behaviors of children after mediation was ended. This study was meaningful in that it validated the positive effect of the reinforced environment-oriented linguistic mediation on the functional communication behaviors of children with developmental delay.

대장선암종에 수반된 폐쇄성 대장염 1 예

김영수,최원,김범수,김영배,이진우,신용운,이돈행,박상현,김형길,정석,권계숙,조현근 대한소화기내시경학회 2000 Clinical Endoscopy Vol.21 No.5

Obstructive colitis is an ulceroinflammatory lesion occurring proximal to an obstructing lesion in the colon. It is the result of ischemia due to impairment of blood supply secondary to elevation of the intraluminal pressure and other factors which impair adequate perfusion. The incidence among patients with colonic obstruction is reported to be between 1 and 7%. The patients are predominantly female and usually have hypertension, diabetes, or other prior chronic disease. Obstruction is occurred most commonly in the rectosigmoid area. In half of the patients, this is caused by adenocarcinoma. There is always an abrupt transitional zone between affected and normal bowel. A segment of preserved mucosa is usually presented on the proximal side of the stenosis. Areas of colitis occurs either as circumscribed ulcers or confluent circumferential lesions. They can occur as early mucosal hemorrhage and edema, and transmural necrosis. Microscopically, lesions are composed of granulation tissue with mixed acute and chronic inflammatory cells that replace the mucosa and often the submucosa. We report a case of obstructive colitis occuring proximal to colon cancer with a brief review of relevant literature.