Nutrition education programs necessary for social welfare facilities for persons with disabilities: a cross-sectional study

김진경,전민선 대한지역사회영양학회 2024 대한지역사회영양학회지 Vol.29 No.1

'Objectives This study investigated the need for nutrition education aimed at improving the health of residents and users of social welfare facilities for persons with disability and aimed to provide basic information for developing a nutrition education program that meets the needs of the field. Methods Altogether, 249 employees working in social welfare facilities for people with disabilities were included in the study. Data on the health status of residents/users, meal management, nutritional education, nutritional education needs, and awareness of nutritional education were obtained through online surveys. A descriptive analysis was conducted to analyze the demographic characteristics, needs, and perceptions of the respondents, and independent t-tests and χ2 tests were performed to analyze and compare the differences between residential and daycare facilities. Results The majority of residents/users of social welfare facilities for persons with disabilities have developmental disabilities. When educating residents with residents/users of social welfare facilities, ‘personal hygiene’ was the most necessary topic, followed by ‘obesity management’ education. Regarding the methods of providing education, face-to-face lectures demonstrated a high demand. They responded that when nutrition education experts provide nutrition education to people with disabilities, they must understand ‘the physical characteristics of persons with disabilities’ and have the ability to determine appropriate nutrition for such people. The most appropriate nutrition program training would be twice a year, lasting 30 min to 1 h per training session. Conclusions It will present a direction for operating a nutrition education program for persons with disabilities that meets their needs of social welfare facilities and ultimately contribute to the establishment and activation of nutrition education tailored to welfare facilities for such individuals in Korea. 'Objectives This study investigated the need for nutrition education aimed at improving the health of residents and users of social welfare facilities for persons with disability and aimed to provide basic information for developing a nutrition education program that meets the needs of the field. Methods Altogether, 249 employees working in social welfare facilities for people with disabilities were included in the study. Data on the health status of residents/users, meal management, nutritional education, nutritional education needs, and awareness of nutritional education were obtained through online surveys. A descriptive analysis was conducted to analyze the demographic characteristics, needs, and perceptions of the respondents, and independent t-tests and χ2 tests were performed to analyze and compare the differences between residential and daycare facilities. Results The majority of residents/users of social welfare facilities for persons with disabilities have developmental disabilities. When educating residents with residents/users of social welfare facilities, ‘personal hygiene’ was the most necessary topic, followed by ‘obesity management’ education. Regarding the methods of providing education, face-to-face lectures demonstrated a high demand. They responded that when nutrition education experts provide nutrition education to people with disabilities, they must understand ‘the physical characteristics of persons with disabilities’ and have the ability to determine appropriate nutrition for such people. The most appropriate nutrition program training would be twice a year, lasting 30 min to 1 h per training session. Conclusions It will present a direction for operating a nutrition education program for persons with disabilities that meets their needs of social welfare facilities and ultimately contribute to the establishment and activation of nutrition education tailored to welfare facilities for such individuals in Korea.

재난 대응력 향상을 위한 아동 재난안전 교육과 안전체험 교실 연구

최성경 ( Seongkyung Choi ),문정민 ( Jeongmin Moon ) 한국공간디자인학회 2019 한국공간디자인학회논문집 Vol.14 No.3

(연구배경 및 목적) 전 세계적으로 다양한 유형의 재난이 발생하면서 도시와 시민의 안전을 위협하는 예상치 못한 사회문제가 발생하고 있다. UNISDR에서는 예방단계에서 재난을 경감시키기 위한 재난 리스크 관리의 중요성을 강조하면서‘효고행동강령(2015)’을 채택하여 효과적인 재난 대응을 위한 다양한 계층의 재난 대비 수준을 강화시키고자 노력하고 있다. 사회 구성원 중취약계층인 아동은 재난에 준비되지 않았을 경우 잠재적인 재난 리스크로써 많은 사회 문제를 발생 킬 수 있다. 따라서 아동이 재난에 대한 정보를 습득하고 스스로 재난 상황을 판단하여 적절한 안전 행동을 취하기 위한 재난 안전 교육이 중요하다. 본 연구의 목적은 아동의 재난안전 대응력 향상을 위한 재난 안전교육시설의 유형을 분류하여 국내 교육시설의 전반적인 현황을 파악한다. 또한 교육시설 유형 중 학습과 체험교육이 학교 내에서 지속적으로 진행될 수 있는 학교 내 안전체험교실을 중심으로 재난안전 교육 프로그램과 공간구성에 대한 국내 현황을 분석하고자 한다. (연구방법) 연구의 방법은 첫째, 인간의 생활환경 내에서 재난 회복력 향상을 위해 관리해야 할 정서적 리스크 이해한다. 또한, 안전 심리학중 아동을 대상으로 한 안전심리와 안전행동에 대해 이론적으로 고찰한다. 둘째, 재난안전 교육의 구성요소인 프로그램, 이해관계자, 교육환경의 장소적 특성을 파악하여 아동재난안전 교육시설의 유형을 분류하며, 국내 시설의 전반적인 현황을 살펴본다. 마지막으로 교육시설 유형 중 안전체험교실을 중심한 사례분석을 위해 2016년 교육부에서 시행한 안전체험교실 시범학교로 지정되어 2017년부터 2019최근까지 개관한 안전체험교실의 6곳의 재난 안전교육 프로그램과 공간구성 특성을 분석함으로써 국내 학교 내 안전체험교실의 현황을 파악하고자 한다. (결과) 국내 학교 내 안전체험교실의 사례를 분석한 결과 대부분의 안전 체험교실이 표준 시설 모형을 바탕으로 유휴교실 2개에서 2.5개 교실을 활용하여 교통안전, 응급처치, 재난안전, 승강기 안전, 약물폭력에 대한 안전 교육이 진행되고 있었다. 공간구성의 특성을 분석하기 위해 영역성, 복합성, 연계성, 활용성으로 나누어 분석해본 결과 영역성에 있어서는 체험교실 자체가 표준 시설 모형을 기준으로 공간 규모와 프로그램의 특성에 맞게 모듈화 형식으로 구성되다 보니 대부분의 공간의 영역이 잘 구분 되어 있었으며, 약 2.5개 교실에서 다양한 안전 관련 교육들이 복합적으로 이루어지고 있었다. 연계성과 활용성 부분에서는 체험별 스토리 연계방식의 체험공간과 주변 지역적 특성을 고려한 체험시설을 제외하고는 크게 주변과의 연계성 및 가변적 공간을 통한 공간의 활용성이 부족함을 알 수 있었다. (결론) 최근 지역별로 거점형 안전체험 교실이 확충되면서 체험 교육의 접근성이 높아지고 있으며, 아동의 안전 교육을 넘어 학부모와 주변 주민들에게까지 개방하여 안전 커뮤니티 형성을 위해 교육의 범위를 확대해 나가고 있다. 아동들은 안전체험 교실에서 재난에 대응하기 위한 올바른 판단능력과 신체적 능력을 함양함으로써 아동 스스로가 안전한 행동을 취하게 된다. 이러한 아동의 역량은 지역사회와의 교류를 통해 안전문화를 형성하게 된다. (Background and Purpose) As various types of disaster happen all over the worlds world, unexpected social problems take place which threaten safety of citizens and cities. UNISDR focuses on importance of disaster risk management managements for relieving disaster in the stage of prevention, and adopts ‘Hyogo Action Plan(2015)’ which helps enhance levels of disaster prevention in various classes, for effective disaster response. Vulnerable children who could be potential risk factor from disaster disasters could trigger lots of various social problems if they are not prepared for disaster damages. Therefore, safety education is important which helps children acquire information about disaster, judge state of disaster by themselves, and perform safe behaviors properly. The purpose of this study grasp comprehensively current state of domestic education facilities for improving disaster responsive ability of children. Also, analyze current state of space composition and safety education program in Korea, focusing on safety training classes within school which helps empirical education and drills conducted continuously in school schools. (Method) As a research method, firstly, understand emotional risk which should be handled, to improve disaster resilience in the daily lives. Also, reflect theoretically on safe behaviors and safety psychology based on children. Secondly, research on general state of facility, and classify types of education facilities for children’s safety after comprehending regional characters of educational environment, persons concerned, and programs which are elements of safety education. Finally, examine current state of empirical safety classes within schools by analyzing characteristics of space composition and safety education programs in six safety training classes which opened from 2017 to 2019 for case study. (Results) As a result of studying safety training classes in Korea, most classes conduct safety education about drug, safety of elevator, disaster safety, first aid, and traffic safety, utilizing averagely 2.5 classes based on standard facility model. After analyzing character of space composition by domains, complexity, connectivity, and capability, empirical classes are composed of system of modulation according to programs and scale of space based on standard facility model in the aspect of domains, so most spaces are well divided. Also, various safety educations are conducted in 2.5 classes in combination. In the aspect of connectivity and capability, more utilizable spaces are needed by using variable rooms and connecting surrounding facilities even though empirical space by experience story and empirical facility, considering surrounding local character, are well conducted. (Conclusions) Recently, accessibility of empirical education increased a lot as empirical classes are built locally. Also, range of education are enlarged to build safe community by opening safety education to parents and local residents beyond children. Children can behave safely and are equipped with physical ability and proper judging ability for responding to disaster through safety training classes.

노인사회복지시설 입소자 및 이용자의 영양교육 방안 마련을 위한 단면조사연구

박유빈,전민선 한국생활과학회 2024 한국생활과학회지 Vol.33 No.2

본 연구는 노인사회복지시설의 운영실태를 파악하고 생활시설과 이용시설로 구분하여, 맞춤형 영양교육 방안 마련을 위한 기초자료를 제공하는데 목적을 두었다. 조사대상자는 전국의 노인사회복지시설 시설종사자를 하였으며, 총 132명을 대상으로 영양교육 실태, 영양교육에 대한 인식, 영양교육 요구도에 대한 설문을 실시하였다. 설문조사 결과 생활시설이 33.3%, 이용시설이 66.7%로 이용시설의 비율이 더 높게 나타났다. 영양교육 현황은 생활시설에서 50%, 이용시설에서 68.2%를 실시하는 것으로 조사되었으며, 영양교육 미실시 이유로는 생활시설에서는 입소자 대상 교육 불가능, 이용시설에서는 영양교육 자료 및 지식 부족이 가장 높은 비율을 차지하였다. 교육 필요대상자에 대한 응답은 생활시설에서는 입소자, 이용시설에서는 시설종사자가 가장 높은 비율을 차지하였다. 교육주제와 교육제공 방식에 대한 요구도를 5점 Likert 척도로 조사한 결과, 영양교육의 경우 골고루 먹기(4.07점), 싱겁게 먹기(3.91점), 당 섭취 관리(3.87점)의 순으로 나타났으며, 위생교육의 경우 안전사고예방(4.13점), 개인위생(4.12점), 식중독 예방(4.08점), 골고루 먹기(4.07점)의 순으로 나타났다. 영양교육에 비해 위생교육 부분의 요구도가 높게 나타났으며, 저작·연하곤란 식사관리와 경관급식관리에서 생활시설이 이용시설보다 유의미하게 높게 나타났다(p<0.01). 제공 방식의 경우 이론과 활동을 포함하는 대면강의(3.80점), 체험 위주 대면강의(3.71점)를 포함하는 대면강의에 대한 요구도가 높게 나타났다. 본 연구는 노인사회복지시설 영양 프로그램 개발 및 운영에 필요한 방안을 제시하고자 하였으며, 결과를 기초로 시설별 유의적 차이를 고려한 영양교육이 필요할 것으로 사료된다. This study was conducted to assess operational status of elderly welfare facilities differentiate between residential and utilization facilities, and explore tailored nutritional management strategies. A survey questionnaire encompassing nutritional education status, educational topics, and educational delivery methods was administered nationwide, analyzing 132 responses from both residential (44) and utilization (88) facilities. Statistical analyses were conducted, utilizing frequency analysis and the chi-square test to examine responses based on facility type. Findings revealed a higher ratio for utilization facilities (66.7%) than for compared to residential facilities (33.3%). Nutrition education was implemented in 50.0% of residential facilities and 68.2% of utilization facilities. The most common reasons given for not delivering nutrition education were ‘Impossibility of educating residents/users’ of residential facilities, and ‘Lack of nutritional education materials and knowledge’ of utilization facilities. Those who needed nutrition education showed the highest need for using residential facilities, The need for facility workers in utilization facilities was high. Regarding education topics and delivery methods, nutritional education prioritized ‘Balanced Eating’ (4.07), ‘Eating less salty’ (3.91), and ‘Sugar Intake Management’ (3.87), while hygiene education placed emphasis on ‘Preventing Accidents’ (4.13), ‘Personal Hygiene’ (4.12), and ‘Preventing Food Poisoning’ (4.08). Demands for hygiene education surpassed those for nutrition. Notably, ‘Dysphagia Management’ was significantly higher in residential facilities than in utilization facilities (p<0.001). Participants favored lecture-style sessions incorporating theory and activities (3.80) and experiential lecture sessions (3.71). This study proposed strategies for developing and implementing nutrition and hygiene programs in elderly welfare facilities, emphasizing the need for tailored nutritional education considering significant differences across facilities.

체육시설 안전교육 법정화 방안에 관한 연구

정현,황예진 한국스포츠엔터테인먼트법학회 2020 스포츠와 법 Vol.23 No.2

As public interest in living standards and health increases, sports are diversifying and revitalizing, and the utilization rate of sports facilities and the number of public sports facilities and private sports facilities are increasing every year. Along with the expansion of the infrastructure of these facilities, accidents related to these facilities have been increasing due to immature use of facilities and equipment, safety insensitivity, and so on. Safety education of sports facilities is necessary as a preemptive measure to ensure the safety of the people through the safe operation of sports facilities. Accidents that may occur in the operation and use of facilities are prevented by requiring the administrators of child facilities, those who intend to obtain or renew adjustment licenses, managers of amusement facilities, and operators of performance halls to provide safety education concerning the installation, maintenance, repair, operation, etc. of the facilities in the relevant laws and regulations. However, safety education cannot be guaranteed because safety education on sports facilities is not legalized, and there is no safety education system. As a measure to solve these problems, the legislation on the safety education of persons in charge of sports facilities and other personnel in charge of safety management of sports facilities is made legal on the Sport Facilities Act, a safety education system is constructed by stipulating the persons subject to safety education, the contents of education and the method of implementation, and matters concerning the designation of educational institutions are set in order to strengthen their expertise in sports facilities safety education. 국민의 생활수준과 건강에 관한 관심이 증대되면서 체육활동의 다양화 및 활성화가 이루어지고 있으며, 이에 따라 체육시설의 이용률과 공공체육시설 및 민간체육시설의 수도 매년 증가하고 있다. 이와 같은 체육시설의 인프라 확충과 함께 운영 및 이용의 미숙, 시설 및 장비의 불량, 안전불감증 등의 원인으로 체육시설 관련 안전사고 또한 지속적으로 증가하고 있다. 체육시설의 안전한 운영으로 국민의 안전을 도모하기 위한 선제적 방안으로 체육시설 안전교육이 필요하다. 어린이놀이시설 관리자, 조정면허 취득 또는 갱신하려는 자, 유원시설 관리자, 공연장운영자 등에게는 시설의 설치, 유지, 보수, 운영 등에 대한 안전교육을 관련 법령에서 의무화함으로써 시설의 운영 및 이용에서 발생할 수 있는 안전사고를 미연에 방지하고 있다. 하지만 체육시설에 관한 안전교육이 법정화되어 있지 않아 관련 안전교육 실행에 차질이 발생하고, 체계적인 안전교육 시스템이 부재하여 안전교육의 효과를 장담할 수 없는 상황이다. 이러한 문제를 해결하기 위한 방안으로 체육시설법에서 체육시설 안전관리담당자 등의 안전교육을 법정화하고 안전교육 대상자, 교육내용, 실행방안 등에 대해 규정하여 안전교육의 체계를 구축하고, 체육시설 안전교육에 대한 전문성을 강화하기 위해 교육 전문기관의 지정에 관한 사항을 정할 것을 제시하였다.

특수학교 설립에 대한 특수교육 관련인들의 인식 및 발전방향 탐색

임장현,김주혜 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.6

The purpose of this study is to identify the difficulties and problems in the establishment and operation of special schools based on the experiences and perceptions of those involved in special education. This study tried to find out the role and direction of special education schools to strengthen the connection with the community. The research method was collected and analyzed by continuous comparison method through focus group interviews with school managers who participated in the special education school establishment process, six education professionals and five teachers who participated as school founding member. As a result, four categories and 13 themes were identified: 1) Experience in establishing a special education school I: Barriers to establishing a special education school, 2) Experience in establishing a special education school, II: Various efforts to build a special education school, and 3) Demands for change of special education school, and 4) Ways to improve community-based special education schools. Based on these results, we discussed the improvement of awareness of persons with disabilities, win-win strategies for strengthening connection with communities, cooperation with local governments, miniaturization and specialization of special education schools, and changes in special education school hardware. 본 연구는 특수학교 설립 및 운영과 관련한 특수교육 관련인들의 경험과 인식을 토대로 특수학교 설립과 운영에서의어려움과 문제점을 파악하고, 지역사회와의 연계를 강화하기 위한 특수학교의 역할 및 개선 방향을 알아보는 것을목적으로 하였다. 연구방법은 특수학교 설립 과정에 참여한 학교관리자 및 교육전문직 6인과 개설 요원으로 참여했던교사 5인에 대한 포커스그룹 면담을 통해 자료를 수집하고 지속적비교법으로 분석하였다. 연구결과 4개의 범주와13개의 주제가 도출되었다: 1) 특수학교 설립 경험Ⅰ: 특수학교 설립에 대한 장벽, 2)특수학교 설립 경험Ⅱ: 특수학교설립을 위해 쏟았던 다양한 노력들, 3) 특수학교 변화에 대한 요구, 4) 지역사회 기반의 특수학교 설립을 위한 개선방안. 이러한 결과를 근거로 지역사회주민들에 대한 장애인식개선, 지역사회와 연계 강화를 위한 상생 방안, 지자체와의협력, 특수학교의 소규모화와 특성화, 특수학교 하드웨어의 변화에 대해 논의하였다.

도서지역 특수교육지원센터 홈페이지 내용 분석 - 전라남도를 중심으로 -

김미경 ( Kim Mi-keyoung ),오숙현 ( Oh Sook-hyun ) 한국도서학회 2016 韓國島嶼硏究 Vol.28 No.4

본 연구에서는 도서지역이 많은 전라남도 특수교육지원센터 홈페이지의 내용을 특수학급현황, 시설, 인력, 프로그램, 주요메뉴 등을 기준으로 분석하고자 하였다. 이를 위하여 전라남도 22개 시군지역 교육청에있는 특수교육지원센터 홈페이지를 대상으로 분석하였다. 그 결과는 다음과 같다. 첫째, 전라남도 각 지역 특수교육지원센터 홈페이지에 제시된 특수학급현황은 각 학교급인유치원, 초등학교, 중등학교별로 학급 수, 학생 수, 실무사 수 등이 제시될 필요가 있다. 이러한 요건을 충족하는 지역 특수교육지원센터는 곡성군, 여수시, 장성군, 화순군 등 네 곳으로 나타났다. 반면 강진군, 함평군 등 두 곳은 이러한 내용이 전혀 제시되어 있지 않았고 나머지16곳 특수교육지원센터 홈페이지에서는 이러한 내용이 부분적으로 제시된 것으로 나타났다. 둘째, 전라남도 각 지역 특수교육지원센터 홈페이지에 제시된 시설현황의 경우, 관련 내용이 전혀 제시되지 않은 곳이 11곳으로 나타났다. 관련 내용이 제시된 나머지 11곳 센터의 경우 교사실 9곳, 상담실 9곳, 진단평가실 4곳, 방과후 교육실 2곳, 감각통합 치료실 7곳, 언어치료실 6곳, 제과제빵실 3곳, 샤워실 2곳, 기타 시설로는 직업전환실 2곳, 가정생활지원실 1곳, 자료실 1곳, 탕비실 1곳으로 나타났다. 이러한 시설은 특수교육지원센터가 기능과 역할을 효과적으로 수행하기 위한 물리적 환경의 문제라고 할 수 있다. 셋째, 전남 소재 22개 특수교육지원센터 중 인력현황 내용이 제시되지 않은 곳은 강진군, 담양군, 목포시, 해남군, 화순군 등 5곳으로 나타났다. 인력 현황 관련내용이 나타난 17곳 센터의 경우 센터장은 16곳, 장학사는 12곳, 특수교사는 4곳, 순회 특수교사는 15곳, 순회 전담강사는 15곳, 치료사는 13곳, 기타 인력으로는 부센터장 3곳, 연수상담홍보지원 1곳으로 나타났다. 넷째, 전라남도 특수교육지원센터에서 운영하는 학기 중 프로그램의 경우 프로그램을 제시하지 않은 곳은 8곳으로 나타났다. 나머지 14곳의 특수교육지원센터의 경우 특기ㆍ적성교육은 9곳, 치료지원은 7곳, 성교육은 7곳, 직업ㆍ전환교육은 7곳이며 학기 중 프로그램 기타 내용으로는 일상생활체험 1곳, 장애도서대여 1곳, 가족지원 프로그램 1곳, 현장체험학습은 2곳에서 제시하고 있는 것으로 나타났다. 한편 22곳의 특수교육지원센터에서 방학 중 프로그램이 제시되지 않은 곳은 3곳으로 나타났다. 나머지 19곳의 특수교육지원센터의 경우에는 특기ㆍ적성교육은 19곳, 치료지원은 10곳, 직업ㆍ전환 교육은 6곳으로 나타났고 방학 중 프로그램 기타 내용으로는 생태체험은 2곳, 역사탐방은 1곳에서 제시하고 있는 것으로 나타났다. 이와 같이 특수교육지원센터 홈페이지에 나타난 프로그램이 구체적이지 못하고 다양하지 못한 것으로 나타난 점은 향후 개선되어야 할 점으로 파악된다. 다섯째, 전라남도 특수교육지원센터 홈페이지에 제시된 주요 메뉴 내용의 경우 센터소개의 하위메뉴인 `소개`는 20곳, `운영목적`은 15곳, `시설현황`은 7곳, `조직도`는 11곳, `오시는 길`은 11곳 제시하고 있는 것으로 나타났다. 또한 주요활동의 하위메뉴인 `선정배치`는 10곳, `순회교육`은 4곳, `치료지원`은 5곳 제시하고 있었다. 특수학급현황은 14곳, 알림마당은 10곳, 자료마당은 15곳, 상담실은 14곳, 갤러리는 16곳, 관련 사이트는 12곳 제시하고 있으며 기타 메뉴 내용으로 특수교육관련법규 1곳, 장애이해교육 1곳, 법률정보 1곳, 학습자료 1곳, 연수자료1곳, 진학정보 1곳, 특수교육연구회 1곳, 개인정보처리방침 1곳을 제시하고 있었다. 이와 같이 특수교육지원센터 홈페이지의 내용이 미흡한 것으로 나타난 점은 앞으로 특수교육지원센터홈페이지를 보다 활발히 홍보하여 활용할 수 있도록 보완될 필요가 있음을 시사한다. This study is intended to analyze the contents of the `special education support center` websites based on the current situation of special classes, facilities, manpower, programs and main categories. The analysis was based on 22 local special education support centers of the Jeollanam-do Education Office. The result is as follows. First, in terms of special classes presented on the websites of local special education support centers, the present number of classes, students and staffs of each school system (kindergarten, elementary and secondary school) needs to be presented. The local special education support centers that met these requirements were Gokseong-gun, Yeosu-si, Jangseong-gun and Hwasun-gun. However, Gangjin-gun and Hampyeong-gun did not present these contents at all, and in the rest of 16 cities` websites, these contents were only presented partly. Second, in terms of the current situation of facilities, 11 cities did not present the relevant contents. The rest 11 cities had 9 teachers` rooms, 9 counseling centers, 4 diagnosis evaluation rooms, 2 after-school education rooms, 7 sensory integration therapy rooms, 6 language treatment rooms, 3 bakery rooms and 2 shower rooms along with 2 career transition rooms, 1 home life support room, 1 reference room and 1 tea room. Since these facilities are important information, local special education support centers should present them, if they wish to perform their functions and roles efficiently. Third, among 22 local special education support centers in Jeollanam-do, the cities that did not present the current situation of manpower were Gangjin-gun, Damyang-gun, Mokpo-si and Hwasun-gun. The rest 17 cities presented that the current situation of manpower had 16 center directors, 12 school commissioners, 4 special instructors, 15 traveling special instructors, 15 traveling exclusive instructors and 13 therapists along with 3 vice center directors and 1 training counseling PR support personnel. Fourth, regarding programs thaelocal special education support centers operated during semesters, 8 centers did not present programs. In the case of the other 14 centers, there were 9 centers that had special ability aptitude education, 7 therapeutic support, 7 sex education and 7 career transition education along with 1 daily life experience, 1 book rental for the handicapped, 1 family support program and 2 field experience education. Meanwhile, there were 3 centers that did not present programs during vacations. In the case of the rest 19 centers, there were 19 centers that had special ability aptitude education, 10 therapeutic support and 6 career transition education along with 2 ecological experience and 1 history exploration. The fact that the programs presented were not detailed shows that these websites need future improvement. Fifth, regarding main menus presented in the Jeollanam-do special education support center, there were 20 centers that had `Introduction`, 15 `Purpose of operation`, 7 `Current situation of facilities`, 11 `Organization map` and 11 `Directions`, which were the sub-category of center introduction. In addition, the sub-category of major activities contained 10 `Selection arrangement`, 4 `Traveling education` and 5 `therapeutic support`. There were 14 centers that had the current situation of special classes, 10 notice board, 15 data section, 14 counseling section, 16 gallery and 12 related sites along with other menus including 1 special education related laws, 1 disability understanding education, 1 legal information, 1 learning material, 1 training data, 1 school admission guide, 1 special education research committee and 1 personal information handling policy. As shown above, the websites of local special education support centers lack sufficient contents, which implies that they should compensate the insufficient parts of websites by PR, so that the websites can be better utilized.

학교체육시설 이용 활성화를 위한 법제도적 개선 방안

남기연,손석정,김대희 한국스포츠엔터테인먼트법학회 2017 스포츠와 법 Vol.20 No.3

The participation rate of daily sports has been continuously increasing due to the increased leisure time of people and the demand of sports activities. In order to expand the public sports facilities, there are a lot of costs and difficulty in securing the site. In order to solve this problem, a school physical education facility which is distributed all over the country is a good alternative. The Education Regulations of the Elementary and Secondary Education Act and local governments provide that all citizens should be allowed to use school facilities. However, there are not many schools in elementary, middle and high schools that have physical facilities such as gyms, playground, or swimming pools. And even if they actually have physical facilities, the rate of opening physical education facilities is not high. The school is reluctant to open the school because of the safety accident's risk, cost to maintain and manage facilities and obstruction of school class. Public sports facilities shall be open to use by local residents to the extent that there are no restrictions. However, school physical education facilities are not clearly public sports facilities. As a principal when opening school education facilities, the principal has the burden of having to take legal responsibility for accidents that occur when opening school physical education facilities. According to the ordinance, the fee for opening the school facilities is charged, but it is also difficult to cover the expenses for maintaining and repairing the facilities. 국민들의 여가시간의 증가와 체육활동 수요로 생활체육참여율이 지속적으로 증가하고 있는 만큼 필요한 공공체육시설을 확충하기 위해서는 막대한 비용 부담과 부지 확보의 어려움이 따른다. 이를 해결하기 위해 전국에 고르게 분포되어 있는 학교체육시설이 좋은 대안이 되고 있다. 초중등교육법과 지방자치단체의 교육규칙에서는 모든 국민이 학교시설을 이용할 수 있도록 이를 개방하도록 규정하고 있다. 하지만, 초・중・고 전체 학교 중에서 체육관, 운동장 또는 수영장과 같은 체육시설을 보유하고 있는 학교의 수가 많지 않은데다, 실제 체육시설을 보유하고 있어도 이를 개방하고 있는 비율은 그리 높지 않다. 안전사고의 위험, 시설 유지와 관리를 위한 비용 부담, 학교 수업 방해 등의 이유로 학교 측은 시설 개방을 꺼려하고 있는 것이다. 공공체육시설은 일정한 제한이 없는 범위에서 지역 주민이 이용하도록 개방하여야 하는데, 현재 학교체육시설이 명확하게 공공체육시설에 해당하는 것은 아니다. 학교장으로서는 학교시설을 개방할 경우, 발생하는 사고에 대해 법적 책임을 져야 한다는 부담을 갖게 된다. 조례에 따라 학교시설 개방에 따라 사용료를 받고 있지만, 이를 가지고 시설의 유지와 보수를 위한 비용을 충당하기 힘든 것이 현실이다. 우선, 학교체육시설을 개방할지 여부, 개방 시간 등에 대하여 학교장이 아닌 지역의 학교체육진흥지역위원회에서 결정하도록 하고 모든 책임도 부담하도록 하는 방안이 있다. 일본에서는 지방자치단체의 규칭에 의해 교육위원회에서 개방 여부와 관리책임을 부담하고 있다. 그리고 학교체육시설의 개방에 따라 요구되는 인력의 인건비나 비용에 대해서도 지방자치단체에서 적극 지원하도록 해야 할 것이다. 현재 문화체육관광부나 대한체육회에서 지원 사업을 하고 있지만 언제 종료될지 모른다는 불안감에 학교측이 적극적으로 협조할 수 없는 상황을 고려하여, 지방자치단체에서 재정적 지원을 할 수 있는 체계를 마련해야 할 것이다.

Indicator of Facility Performance Evaluation (FPE) for Educational Facilities of BTL Projects

이관종,이춘경,박태근 대한건축학회 2012 Architectural research Vol.14 No.1

Build-Transfer-Lease (BTL) was introduced to the domestic construction market in 2005. Now, seven years later, the BTL model is most active for educational facilities. In 2011, 93 educational facility projects entered the maintenance stage. Considering the characteristics of today’s BTL projects for educational facilities, the main issues are the initial performance and maintenance of educational facilities and the service-providing status for the 20-year operational management period, in relation to providing safety and convenience to students, the facility users. Seeking a solution, local education offices and departments in charge of BTL under the Ministry of Education, Science, and Technology have been exploring various methods of evaluating operational maintenance performance from various perspectives. For educational facility BTL projects, however, the appropriateness of initial operation performance evaluation, rather than considering the 20-year operational management period, is controversial in regards to sustainability. On this account, performance evaluation items in four areas—operational maintenance evaluation, facility performance status evaluation, maintenance subject evaluation, and sustainable change response evaluation—should be extracted. An indicator of facility performance evaluation is presented in this study through an AHP survey targeting experts, as part of establishing an operation performance evaluation system for educational facility BTL projects.

Indicator of Facility Performance Evaluation (FPE) for Educational Facilities of BTL Projects

Lee, Kwan-Jong,Lee, Chun-Kyong,Park, Tae-Keun Architectural Institute of Korea 2012 Architectural research Vol.14 No.1

Build-Transfer-Lease (BTL) was introduced to the domestic construction market in 2005. Now, seven years later, the BTL model is most active for educational facilities. In 2011, 93 educational facility projects entered the maintenance stage. Considering the characteristics of today's BTL projects for educational facilities, the main issues are the initial performance and maintenance of educational facilities and the service-providing status for the 20-year operational management period, in relation to providing safety and convenience to students, the facility users. Seeking a solution, local education offices and departments in charge of BTL under the Ministry of Education, Science, and Technology have been exploring various methods of evaluating operational maintenance performance from various perspectives. For educational facility BTL projects, however, the appropriateness of initial operation performance evaluation, rather than considering the 20-year operational management period, is controversial in regards to sustainability. On this account, performance evaluation items in four areas-operational maintenance evaluation, facility performance status evaluation, maintenance subject evaluation, and sustainable change response evaluation-should be extracted. An indicator of facility performance evaluation is presented in this study through an AHP survey targeting experts, as part of establishing an operation performance evaluation system for educational facility BTL projects.

Indicator of Facility Performance Evaluation (FPE) for Educational Facilities of BTL Projects

Kwan-Jong Lee,Chun-Kyong Lee,Tae-Keun Park 대한건축학회 2012 Architectural research Vol.14 No.1

Build-Transfer-Lease (BTL) was introduced to the domestic construction market in 2005. Now, seven years later, the BTL model is most active for educational facilities. In 2011, 93 educational facility projects entered the maintenance stage. Considering the characteristics of today’s BTL projects for educational facilities, the main issues are the initial performance and maintenance of educational facilities and the service-providing status for the 20-year operational management period, in relation to providing safety and convenience to students, the facility users. Seeking a solution, local education offices and departments in charge of BTL under the Ministry of Education, Science, and Technology have been exploring various methods of evaluating operational maintenance performance from various perspectives. For educational facility BTL projects, however, the appropriateness of initial operation performance evaluation, rather than considering the 20-year operational management period, is controversial in regards to sustainability. On this account, performance evaluation items in four areas?operational maintenance evaluation, facility performance status evaluation, maintenance subject evaluation, and sustainable change response evaluation?should be extracted. An indicator of facility performance evaluation is presented in this study through an AHP survey targeting experts, as part of establishing an operation performance evaluation system for educational facility BTL projects.