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한국수어와 방법적 수화 제시에 따른 농학생의 글 내용이해도 비교
서중현(Joong-Hyun Seo),최상배(Sang-Bae Choi),최중옥(Joong-Ok Choi),안성우(Seong-Woo Ahn) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.1
This study was conducted to find out comprehension ability of Deaf student by means of the text interpreted into Korean Sign Language and Signed Korean. The purpose of study was to research the more effective sign language between KSL(Korean Sign Language) and SK(Signed Korean) in view of gaining a better understanding of the text contents.Subjects were 28 secondary school students who were deaf or severe hearing impairments. To inspect this study, videotape that was recorded the text translated into KSL and SK was presented to the students.The results are following. First, KSL was better than SK from the viewpoint of comprehending the texts. Second, Despite all the text, KSL was better than SK. Third, there were no differences between the story text and explanatory text with the range of a sign language.Such result show that KSL was the more effective sign language of the two sign languages in comprehending writings. Accordingly, It would be helpful to use KSL in deaf education.
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崔中玉 부산대학교 사범대학 1976 교사교육연구 Vol.3 No.1
This study atlempts to review the literature concerning the exceptional child, mentally retarded child and guidance for mentally retarded child. It will also survey and analysis the actual conditions of mentally retarded school child who attends special classes within the regular school. Through this study, the writer hopes to provide some useful guidlines in coping with the current situation. 1) Literary review: the definition of an exceptional child has been generally accepted, however, to mean either the handicapped or the gifted child: ① the child who has a physical handicap, such as a crippling condition, deafness, or blindness: ② the child who deviates mentally, whether he is very bright or very dull or mentally retarded: and ③ the child who is maladjusted or emotionally disturbed. The exceptional child is defined as that child who deviates from the average or normal child in mental, physical, or social characteris to such an extent that he requires a modification of school practice, or special educational services, in order to develop to his maximum capacity. Among the exceptional children, the mentally retarded child has been classified in various ways. They have been classified for educational purposes as ① Educable Mentally Retarded (IQ. 50.55∼70.75), ② Trainable Mentally Retarded (IQ. 25.30∼50.55),③ Totally Dependent (IQ. below 25). For those with low intelligence that is those who lost their intellectual function, living guidance is more relesent than academic or intellectual teaching. 2) The current Korean situation involving the Mentally Retarded School Child: ① Special Classes in regular school: Iterms Number Special Classes......................350 Children in the above Classes......6,931 Teachers ............................350 ② Mentally Retarded Schools: Schools...............................15 Classes..............................137 Children...........................1,645 Teachers.............................171 ③ Special Schools: (deaf, blind, physical handicapped, and mentally retarded) Schools .............................51* Teachers ...........................758* Children .........................6,480* Classes ............................598* 51*-Among these 51 schools, 15 mentally retarded schools are included. 758*-Among these teachers, 171 mentally retarded teachers are included. 6,480*-Among these children, 1,645 retarded school children are included. 598*-Among these classes, 137 mentally retarded classes are included. The actual condition of the specialeducation teachers: ① Teaching experience: General education teaching experience average 13 years, Special education teaching experience about only 1 year. ② Teaching credentiak: Qualified education (who have special education teaching credential)-39(22%) General teaching credentials-146(70%) ③ Teaching subjects: Usually teachers in the special classes try to teach and lead the subjects in areas that interest the teacher rather than satisfy the students needs or desires. This means that teachers don't understand the mentally retarded children fully. Based on the result of this survey, the writer feels it is essential that some type of living guidance plan be established for the mentally retarded children. As the plan of some guide lines for daily life: First of all, teachers, parents, and other leaders have to have a fully understanding and some sympathy about mentally retarded child in order to fully appreciate the mentally retarded child's situation and with this understanding we can treat, teach and lead them properly. Based on this knowledge of the mentally retarded, the writer provides the following methods: Individual guidance, group guidance, therapy method, habitual guidance, personality guidance, health guidance, safety guidance, and problem behavior guidance etc. Through these methods, the following teaching subjects should be following:sleeping habit, good body appearance, table manners, toilet training, learning habit, health and safety, and washing and cleaning habit, etc. For all of these, teachers must be qualified in the field of special education. As a conclusion, this study recommends the following: ① Practical experience with the special class room for the mentally retarded children. ② Reconstruction of the curriculum for the living guidance for mentally retarded. ③ Special teachers training is essential for the special education teacher for the mentally retarded.
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최중옥,김윤옥 부산대학교 사범대학 1994 교사교육연구 Vol.28 No.-
The purpose of this study is to introduce a successful whole language learning approach to a young child with autism and to indicate the effectiveness of the approach. The whole language learning approach is based on the activity-based intervention, whole language environment, early childhood special education, and ecological development. The subject was 28 months old boy with autism at the beginning of this study. He had involved in the whole language learning therapy for 9 months. The data of the study was obtained from the pretests and posttests both of the Autistic Disorder(299.00) of DSM-Ⅲ-R and the Language Comprehension Cognitive Ability Test, and from periodical video-tapings. The findings showed that (1) the child has progressed in the areas of language development, cognitive development, and social adjustment: (2) he gained 56 percentile on the Language Comprehension Cognitive Ability Test for his same age range while obtaining none on the pretest: (3) the three deferent testers diagnosed him normal on the "C"category of the Autistic Disorder(299.00) of DSM-Ⅲ-R while reporting a little problems on imitating, imagining, repeating other's speaking, and initiating conversations.
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주의력 결핍 아동의 행동변화를 위한 원예·압화 프로그램 구성과 실험설계 연구
최중옥,김주창 한국특수아동학회 2002 특수아동교육연구 Vol.4 No.2
본 연구는 원예ㆍ압화 프로그램이 ADHD 아동의 주의력 결핍 행동의 향상에 미치는 효과를 규명해 보기 위한 프로그램 구성과 실험설계를 연구하는데 그 목적을 두고 있다. 본 연구의 대상은 일반학급에 재학중인 아동 가운데 DSM-Ⅳ의 주의력 결핍 과잉행동 장애 진단준거, ADHD-SC-4(ADHD Symptom Checklist-4) 범주 A 항목 검사결과 주의력 결핍증후군 심각도 점수(Symptom Severity Scores)에서 주의력 T≥59, 중도이상의 심각도 점수를 나타내는 아동 3명을 대상으로 선정한다. 실험설계는 ABAB 연구설계를 적용한 20회기의 원예ㆍ압화 프로그램을 실시하는 가운데 석 달반동안 관찰될 것이다. 그리고 관측행동 자료는 ADHD 아동의 주의력 결핍행동의 주요 특성인 선택적 주의력의 결핍, 지속적 주의력의 결핍, 주의력 조절능력의 결핍 등을 중심으로 통계적으로 뿐아니라 임상적으로 분석될 것이다. 본 연구는 교육현장에서 학생들의 주요한 기초학습기능인 주의력의 향상을 위하여 원예 및 압화활동을 활용한 프로그램을 제시한 것으로 현장교사나 부모들의 특수교육 프로그램 개발이나 실행에 시사점을 줄 것으로 본다. The purpose of this study is to examine the effect of the Horticulture & Pressed flower Program on the improvement of attention deficit behavior of ADHD children. The subjects of this study are the children in general education classes whose Symptom Severity Scores are T≥59, that is higher than average, based on the result from the test of DSM-IV, ADHD-Symptom Checklist 4, Item A, which is a diagnosis standard of attention deficit behavior. Among the 2nd grade students in Elementary School A in Busan, 3 children of ADHD will be observed for three and half months, with 20 times of the Horticulture & Pressed flower Program applied under ABAB design. And the data of observed behavior will be analyzed statistically and clinically on the point of three major characteristics of ADHD children's attention deficit behavior, which are the lacking of selective attention, the lacking of constant attention, and the lacking of attention adjustment ability. The recommendation for further study is as follows; First, A study on the influencing on change of ADHD by developing Horticulture & Pressed flower Program. Second, Not only ABAB research design, but also other research design will be needed to study Horticulture & Pressed flower Program for ADHD. Third, A study on the Horticulture Therapy Program for handicapped family.
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精神薄弱兒의 性敎育과 相談에 관한 硏究 : 敎育可能級 精薄兒를 中心으로 With Emphasis on Educable Mentally Retarded Children
崔中玉 부산대학교 사범대학 1985 교사교육연구 Vol.10 No.-
1. Purpose of study The purpose of this study is the following: 1) To determine the need and the purpose of sex education for Mentally Retarded Children. 2) To determine the need for sex education in schools, to suggest models for elementary and secondary school level, and to determine and organize the necessary contents. 3) To determine the appropriate methods for effective counseling. 4) To research into the role of family planning for Educable Mentally Retarded Children 5) To provide information on sex education and counseling for Educable Mentally Retarded Children. 2. Method of research. This study is a article literature analysis of books and articles published after 1960. Informal interviews with a randomly selected group of 20 educators comprising of 5 professors, 5 special education professors, 5 high school teachers were used to determine the counseling method most appropriate for the Educable Mentally Retarded Children on marriage and family planning. 3. Summary of Research The results of this research is briefly summarized as follows: 1) Characteristics of EMR Children whose IQ's are between 50.55-70.75 are capable of receiving education in schools. For most of the EMR's physical characteristics are compratively normal. Some problem areas are in language, in conceptualization of ideas, in creativity and in the thinking process, and as well as a academic achievement is difficult. Interpersonal relationship and employment adaptability is also slightly problematic. The purpose of Edu. & Counseling is to build social adaptability and a minimal amount of employ ability. 2) Sexual development of EMR's can be classified into these areas: physical sexual development psycho sexual development social sexual development Physical sexual development: physical aspects of attaining puberty such as beginning menstruation, development of breasts, and continuing menstruation was researched. Psycho, sexual development: Emotional preparation for the physical development was researched. Social sexual development: Development of feelings of adulthood such as non-dependence on their feelings toward members of opposite sex were also researched. 3) Teaching models were determined for use in sex education in elementary school and secondary schools. At the elementary school level the important materials are health, such as sanitary living and awareness of one's body, interactions with friends, facts about childbrith, and views on mother and father. At the junior high school level, sex roles, emotional maturity, details on menstruation are emphasized. At the high school level, Changes in physical characteristics as well as emotional changes, daling, facts on sexual crimes such as rape, on being sexually taken advantage of, family planning, marriage, pregnancy, and the role of becoming parents are important themes to be taught. 4) Any single approach to counseling is inappropriate sex education in special education. There are approaches which involve individual counseling and group counseling. These are grouped into 7 types: ① The principle of individualization ② The principle purposeful expression of feelings ③ The controlled emotional involvement ④ The acceptance ⑤ The nonjudgemental attitude ⑥ The client self-determination ⑦ The confidentiality 5) In family planning, contraception and conception, number of children and responsibility as parents are the important ideas to be taught in sex education classes. 6) The following problem areas were identified as a result of the informal interviews with 20 educators. ① The ignorance of educators toward the capability of EMR's to feel love and desire. ② Doubts as to whether counseling for sex education will have rewarding results. ③ Should EMR's be allowed to marry but not bear children. ④ The need of special facilities for family planning aimed primarily for the EMR's. ⑤ The need of show EMR's the happiness that one can obtain from a healthy marriage. 4. Recommendation for further study. 1) Research into the need for sex education for TMR. 2) A more detailed social survey of the problems identified in this report. 3) Development of a sex education program specially designed for the EMR.
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