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.

MBTI를 통해본 특수교육 교사의 성격특성

여광응,임지향 한국발달장애학회 1999 발달장애연구 Vol.3 No.1

본 연구는 특수교사의 성격유형 특성을 비교 분석하기 위해 김정택 등(1990)의 한국판 MBTI 성격유형검사를 사용하였다. 한국정신지체아교육학회에서 주최한 제1회 전국단위 특수교육 일반연수에 참여한 연수생 200명 중 특수교육을 전공하고 특수학교나 특수학급을 지도하고 있는 특수교사 93명을 조사대상으로 하였다. 조사결과에 의하면 특수교사의 성격특징은 SJ(에피메테우스)적 기질이 우세하게 나타나고 있다. 즉 특수교사는 안정감과 소속감을 추구하고 책임감이 강하고 타인의 반응을 중요시하는 특성이 있다.

초·중·고등부 특수학급 운영실태의 비교 분석

여광응,추연구,박동명 한국발달장애학회 2004 발달장애연구 Vol.8 No.2

The purpose of this study was to make a comparative analysis of special classes in elementary and secondary schools in a bid to find out what problems they were faced with and seek for possible solutions. The subjects in this study were 300 teachers in charge of special classes, on whom a survey was conducted with prepared questionnaires covering grouping, management, administrative/financial support, curriculum management, integrated education and their own perception and qualifications. 100 teachers each were from elementary, middle and high schools, and the responses from 264 teachers, including 86 elementary school teachers, 87 middle school teachers and 91 high school teachers, were analyzed(response rate 88%). The findings of the study were as follows: Regarding the rate of disabled students by the type of disability, the number of boy students with mental retardation was about two-fold more than that of girls with the same disability. Those who suffered from mental retardation and learning disability accounted for more than 76 percent. The rate of mental retardation was on the sharp increase with age, whereas that of learning disability dropped. Concerning special class management, it's urgently required for regular teachers and non- disabled students to have a correct understanding of disabled students and cooperate for successful special class management, regardless of school grade. Among most of the elementary and secondary schools, there was little significant gap in administrative/financial support, curriculum management, integrated education and teachers in charge of special class, and the teachers didn't find those factors satisfactory. What's significantly different among the elementary, middle and high schools was curriculum organization, its management and the educational effect of special class. 이 연구는 우리나라 초·중·고등학교에 설치된 특수학급을 비교하여 문제점을 분석하고 앞으로 그 개선방안을 모색하기 위해 이루어졌다. 각급학교 특수학급의 「편성과 운영」,「행·재정지원」, 「교육과정 운영」, 「통합교육」, 「담당교사의 인식과 자질」 등에 관한 설문지를 구성하여 특수학급 부별 담당교사 각 100명씩, 총 300명을 대상으로 배부하여 회수된 264명(초등부 86, 중학부 87, 고등부 91)을 기본자료로 비교분석하였다(회수율 88%). 연구결과, 장애 영역별 수용비율에서 정신지체 성별 구성 비율은 남학생이 여학생에 비해 2배정도 많았으며, 정신지체와 학습장애가 76% 이상을 차지하고 있으며, 초등부에서 고등부로 올라갈수록 정신지체 비율은 크게 증가하는 반면, 학습장애 비율은 감소하는 특징을 보였다. 그리고 행·재정지원, 교육과정 운영, 통합교육, 특수학급 담당교사 실태는 대다수 초·중·고 특수학급간에 유의한 차이가 발견되지 않았으며 전반적으로 미흡한 수준으로 반응되었다. 급별간 유의한 차이를 보인 부분은 교육과정 편성 운영과 특수학급의 교육적 효과 면에서만 발견되었다.

기조강연:특수아동 지도방법의 탐색

여광응 한국특수교육학회 1993 특수교육학회지 Vol.14 No.1

訓練可能 精神薄弱兒의 攻擊·騷亂行動의 修正을 위한 Token强化와 Time-Out의 效果

李相春,元明旭,呂光應 韓國社會社業大學特殊敎育硏究所 1978 特殊敎育硏究 Vol.6 No.-

NUMBER; 7(5 males, 2 females) POPULATION: Trainable mentally retarded (IQ range 30-35) AGE: Range, 6 years 3 months to 13 years 10 months SETTING: Classroom in school for TMR TARGETED BEHAVIOR: To reduce distuptive and aggressive behaviors MEASUREMEENT TECHNIQUE: Time sampling TECHNIQUE: Positive reinforcement token and punishment brief timeout (10-sec) PROCEDURE: 1. Baseline ①: 5 sessions (to record the operant level of the targeted behavior ) 2. Experiment condition①: 20 sessions(5 sessions for Token only, 15 sessions for TO and Token) 3. Baseline②: 5 sessions(reversal period) 4. Experimental condition ②: 5 sessions (TO and Token system) 쌩두 training was given for 10 days, and then tokens intermittently contigngent upon appropriate behavior. Time-out was contingently administered for 10 seconds to inappropriate behaviors during experimetnal pahses. RESULTS: Aggressive and disruptive behaviors of seven retarded in classroom setting decreased from about 68% at baseline to about 15% during intrvention(reinforcement period). MEDIATING AGENT: Classroom teachers and assistants DESIGN: Reversal RELIBILTY: Interovserver reliability above 96%. MAINTENANCE: Unknown

행동중재를 위한 심리ㆍ교육적 접근

여광응 국립특수교육원 2005 직무연수 Vol.- No.15

Piaget이론과 장애아동의 인지발달

여광응,조용태 한국특수교육학회 1992 특수교육학회지 Vol.13 No.2

과정중심수업(PBI)모형의 계획전략수업이 발달장애학생의 초인지 몇 사회과 학습기술 향상에 미치는 효과

여광응,추연구 한국특수교육학회 2003 특수교육학연구 Vol.38 No.2

본 연구에서는 Ashman과 Conway(1993)가 개발한 과정중심수업(PBI:Process-Based Instruction) 모형을 계획전략에 초점을 맞추어 발달장애학생에게 적용해 보는 실험연구로써 PBI모형의 계획전략 수업이 발달장애학생의 초인지 및 사회과 학습기술 향상에 미치는 효과를 알아보았다. 본 연구에서는 고등부 경도 발달장애학생을 대상으로 실험군(12명)에게는 PBI적용 수업방법을 사회과 교수-학습 수업안(훈련프로그램)으로 적용하고, 통제군은 전통적인 수업방법으로 사회과 교수-학습을 실시하였다. 결과는 첫째, PBI를 적용한 수업방법이 전통적인 수업방법보다 효과적임을 알 수 있고 초인지 능력 하위요인별로는 인지능력, 자기점검, 계획하기의 순으로 향상되었음을 획득 점수를 통해 알 수 있었다. 둘째, PBI를 적용한 수업방법이 전통적인 수업방법보다 효과적임을 알 수 있고, 학습기술 하위요인별로는 자기관리, 수업참여, 과제해결 기술의 순으로 향상되었음을 결과를 통해 알 수 있었다. The purpose of this study is to investigate the effect of planning strategy instruction of PBI(Process-Based Instruction) model to elevate meta-cognition and social study skills of high school students with developmental disabilities. The study is experimental study, the researcher applied the planning strategy of PBI(Process-Based Instruction) model developed by Ashman and Conway(1993), to students with developmental disabilities. The results of this study are as follows; First. in comparison with obtained gains of each sub-factors of meta-cognitive abilities between experimental group that adapted the planning strategy instruction of PBI mode and then received society lesson( train program) and control group in conventional class who did not received FBI. The result appeared that obtained gains in experimental group high then those of control group. Second. in comparison with obtained gains of each sub-factors of social study skills between experimental group that adapted the planning strategy instruction of FBI mode and then received society lesson(train program) and control group in conventional class who did not received PBI. The result shown that obtained gains in experimental group high then those of control group. The researcher sure that the findings of this study through applied planning strategy of PBI model can guide students with developmental disabilities who have difficulty in planning strategy for processing of cognition to promotion of meta-cognitive abilities and social study skills.

精神薄弱兒의 知能構造에 關한 硏究

呂光應 慶北大學校 師範大學 1974 敎育硏究誌 Vol.16 No.-

Many previous studies on structure of the intellect in the retarded can be categorized in two types of factorial study of intellectual abilities. One is the analysis of existing test data, the other factor-hypothesizing study. The followings are the summary of the results reviewed about twenty articles of those types. 1. Structured intellect is, in general, found at all levels in normal and retarded children. 2. When an analysis of conventional tests is employed, the factor findings are three of "general-verbal", "performance", and "general with verbal and/or performance group factors". 3. When a factor-hypothesizing is used, the factor findings are more varied, for example, evidence of verbal comprehension, verbal fluency, perceptual speed, psychomotor ability, figural reasoning, immediate memory for figural content, immediate memory for verbal content is displayed. These factors have been established for the preliterate levels(M.A. 5∼6) of normal and retarded children. 4. The retarded groups, unlike their normal contrast groups, revealed a forth factor identified as a short-term memory or "stimulus trace". But interpretation of this factor finding has being discussed now. 5. The factor structure found in retarded and normal subjects shows a remarkable similarity. But further research is expected to differentiate between both groups, with regards to their factor structures. 6. The most obvious use of factor results is to develop factor scores and practicable instruments for measuring the elements of the structure.

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.