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치료적 음악활동이 자폐성장애아동의 부적응행동감소에 미치는 영향
최세민 ( Choi Se Min ),정현주 ( Chung Hyun Ju ) 한국유아특수교육학회 2003 유아특수교육연구 Vol.3 No.1
The purpose of this study was to examine the effect of music therapy on the inappropriate behaviors of autistic children. The subjects in this study were four autistic children who attended a school for the disabled. The experiment was conducted in 24 sessions, which were divided into three terms with eight sessions each, and each session run 30 minutes. The individual treatment was provided in the first and second terms, and a paired group treatment was offered in the third phase. As a result, it’s found that the music therapy had an effect on alleviating the repeated activities, hyperactivities and aggressive activities of the autistic children.
자기교수전략 활용 귀인훈련이 정신지체학생의 귀인양식과 자기효능감 및 수학 문장제 문제해결능력에 미치는 영향
최세민(Choi Se Min) 한국열린교육학회 2006 열린교육연구 Vol.14 No.2
본 연구는 자기교수전략을 활용한 귀인훈련이 정신지체학생의 귀인양식과 자기효능감 그리고 수학문장제 문제해결능력에 미치는 효과를 알아본 것이다. 연구 대상은 서울특별시 도봉구에 소재한 C 고등학교 특수학급에 재학 중인 정신지체 학생 30명으로 하였으며, 연구 결과를 요약 정리하면 다음과 같다.<BR> 첫째, 자기교수전략을 활용한 귀인훈련 정신지체학생의 귀인양식을 변화시키는데 효과가 있는 것으로 나타났다. 즉 자기교수전략을 활용한 귀인훈련을 실시한 결과 정신지체 학생이 학습결과를 자신의 노력이나 능력의 결과로 귀인하게 되었으며, 성공과 실패에 대처하는 방식이 보다 긍정적으로 변화 되었다. 둘째, 자기교수전략을 활용한 귀인훈련은 정신지체 학생의 자기효능감을 증진시키는데 효과적이었다. 셋째, 자기교수전략을 활용한 귀인훈련은 정신지체학생의 수학문장제문제 해결능력을 증진시키는데 효과적이었다. 넷째, 자기교수전략을 활용한 귀인훈련은 학습과제의 유지에 효과적인 것으로 나타났다. The purpose of this study is to investigate the effects of attributional training using self-Instruction strategy on attribution, self-esteem and mathematical problem solving.<BR> The subjects of study are 30 mental retarded students at high school in Seoul. They were randomly divided into two experimental groups and one control group. Training was peformed by the teachers during 40 minute sessions on school days.<BR> Results of study are as follows;<BR> The first, attributional training using self-Instruction strategy was effective in improving effort/ability attribution for mental retarded students.<BR> The second, attributional training using self-Instruction strategy was effective in improving self esteem for mental retarded students.<BR> Third, attribution training using self-Instruction strategy was effective in improving mathematical word problem solving for mental retarded students. Also only attributional training was not effective in improving mathematical word problem solving for mental retarded students.<BR> In conclusion, attribution training using self-Instruction strategy is effective on attribution, self-esteem and mathematical word problem solving.
통합교육장면에서 초등학교 사회교과의 교수적 수정 및 적용방법
최세민(Choi, Se Min),강경숙(Kang Kung Sook),유장순(Yu Jang Soon),김희규(Kim Hee Gyu) 성신여자대학교 교육문제연구소 2010 교육연구 Vol.48 No.-
본 연구는 장애아동과 일반아동이 통합된 장면에서 적용가능한 초등학교 사회교과의 교수적 수정 및 적용방안을 알아보기 위해 실시되었다. 연구방법은 문헌 고찰과 현장교사의 참여관찰을 중심으로 하였으며, 문헌고찰을 통해 통합교육장면에서 적용 가능한 교수적 수정 및 적용방법에 대한 이론적 탐색을 실시하였으며 또한 통합학급 담당교사와 특수학급 담당교사의 협력을 통해 실제 수업장면에서 적용 가능한 교수적 수정 사례를 알아보았다. 이와 같은 절차와 방법을 통하여 먼저, 통합학급에서 초등학교 사회교과를 지도할 경우 적용 가능한 교수적 수정방안 즉 교수환경, 교수집단, 교수방법 및 평가방법의 수정 방안을 탐색하였으며, 다음으로 초등학교 5학년 사회교과의 한 단원을 선정하여 실제 통합교육현장에서 적용 가능한 교수적 수정 사례를 제시하였다. 이러한 연구는 통합교육장면에서 장애아동을 지도하는 통합학급 담당 교사 및 특수학급 담당교사가 교수적 수정을 하는데 있어 기초 자료로 활용 될 수 있을 것이다. The purpose of this study was to examine the method of instructional adaptation in elementary inclusive class, and to suggest a feasible instructional adaptation case appropriate for elementary social studies. Literature review were implemented to serve the purpose. Literature of instructional adaptation was analyzed to explore instructional adaptation methods applicable to inclusive education was conducted to find out the reality of instructional adaptation in elementary inclusive class. Also, an actual instructional adaptation case was presented. The major findings of the study were as follows: First, the adaptation of instructional environments, instructors, teaching methods, teaching content and evaluation methods was required to boost disabled children's participation in inclusive class. Second, an instructional adaptation method suitable for elementary fifth-grade social studies and an actual case were presented after reviewing relevant literature and asking teachers to take part in the study. The findings of the study are expected to provide useful information for teachers in charge of inclusive classes to teach disabled children social studies.
최세민 ( Se Min Choi ),손영수 ( Young Su Son ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.3
The purpose of this study was to examine how middle school curriculum for special class were compiled and applied in Seoul and what problems they were faced with. The major findings of the study were as follows: First, there wasn``t solid theoretical foundation for the compilation and operation of special-class curriculum, and there was neither enough collaboration between special education teachers and regular education teachers nor adequate connection between special class curriculum and regular curriculum, either. Second, as for assessment and individualized education, assessment committees and boards of individualized education existed just for form``s sake. The way to map out individualized education plans and to carry them out was not efficient. Third, concerning teaching-learning and evaluation activities for students in special class, teaching-learning materials and evaluation methods appeared not to be satisfactory. Fourth, extracurriculum activities and discretion courses were provided without having a full understanding of disabled students nor considering their opinions. Seventh, administrative and financial aids were not sufficient enough to ensure the successful operation of special class. To improvement the situation, specific guidelines about academic, discretion and extracurricular activities and therapy education, which are the basis of special-class curricula, should be prepared. Second, how to apply special-class curriculum should be determined in detail. Proper teaching methods should be selected for different areas, and in which way curricular should be modified should be decided. Besides, a wide variety of materials about discretion and extracurricular activities and therapy education should be developed. Third, in which direction evaluation should be led and relevant guidelines should be determined. What and how to evaluate should be presented, and academic achievement evaluation methods also should be supplied. In addition, alternative assessment methods applicable to students in special class should be introduced as well.
모의 장애체험 활동이 장애아동에 대한 일반아동의 태도개선에 미치는 효과
최세민 ( Choi Se Min ),김희규 ( Kim Hee Gyu ) 한국유아특수교육학회 2003 유아특수교육연구 Vol.3 No.1
The purpose of this study was to investigate the effects of disability simulation activiies on nondisabled children’s attitude improvement toward the disabled. The object of this study is sampled 78 children among the one of that elementary7 schools in Seoul. The results of this study are as follows: the effect of disability simulation activiies on nondisabled children’s attitude improvement was positive in both perceptual factors and behavioral factors.