CATV 시스템의 현황과 전망

강대옥 한국통신학회 1990 정보와 통신 Vol.7 No.4

우리나라의 危險責任

강대옥 대한민사법학회 1999 민사법연구 Vol.7 No.-

전송매체기술 및 이용시스템동향

강대옥 한국통신학회 1989 정보와 통신 Vol.6 No.3

초등학생의 장애아동에 대한 지식 및 수용태도

강대옥,하응태,박재국 부산대학교 영유아보육연구소 2009 영유아보육연구 Vol.15 No.-

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기관운영자의 통합교육 신념과 통합학급교사 지원에 관한 연구

강대옥 한국특수교육학회 2007 특수교육학연구 Vol.41 No.4

A Study on Administrators' Belief toward Inclusion and the Actual Support Conditions for the Inclusive Classroom's Teacher 본 연구의 목적은 초등학교 및 유아교육기관 운영자의 통합교육 신념(통합교육관, 아동관, 교사관)과 통합학급교사 지원에 관한 내용을 분석하는 것으로 초등학교 운영자 345명과 유아교육기관 운영자 198명을 대상으로 하였다. 그 결과 첫째, 유아교육기관 운영자의 통합교육 신념이 초등학교 운영자보다 더 긍정적이었으며, 통합관련 연수경험이 있는 기관운영자들의 통합교육 신념이 더 긍정적이었다. 그리고 통합학급 운영경험이 있는 기관운영자들의 통합교육 신념이 더 긍정적이었다. 둘째, 초등학교 운영자가 유아교육기관 운영자보다 교사에게 더 많은 지원을 한다고 인식하였다. 그리고 통합학급교사에게 인적자원 확충과 교직원의 인식개선에서 우선 지원이 필요하다고 하였다. 셋째, 기관운영자들은 통합교육 신념수준이 높을 때 대부분의 지원유형에서 통합학급교사에게 더 많이 지원한다고 인식하였다. 넷째, 기관운영자의 통합교육관은 조직풍토, 교육과정, 시간 등의 지원에서, 교사관은 인적자원, 교육 및 훈련 등의 지원에 대한 인식에 영향을 미쳤다.<주제어> 기관운영자, 통합교육신념, 통합학급교사지원

장애아동 통합보육에 대한 보육교사와 부모의 인식

강대옥 한국교육학회 부산지회 1999 釜山敎育學硏究 Vol.12 No.1

The purpose of this study is to survey perceptions of teachers in educate centers and parents toward inclusion of handicapped children. In order to include handicapped children, one of the most important components is the positive attitude of the teachers in educate centers and parents. Therefore, five issues are identified; (1) perceptions of teachers in educate centers and parents toward benefits of inclusion (2) perceptions of teachers in educate centers and parents toward barriers of inclusion (3) difference of perceptions between teachers and parents who consider inclusion as necessary and those who consider it as unnecessary (4) difference of perceptions between educated teachers and uneducated teachers for the handicapped (5) difference of perceptions between parents of handicapped child and those of nonhandicapped child. The data of this study were obtained from 100 teachers in educate centers and 306 parents. The instrument of this study was a questionnaire regarding their perceptions toward benefits and barriers of inclusion. For the analysis of the data, M, SD, frequencies, percentage and t-tests were run. The conclusions obtained from the results and discussions of this research are as follows: 1. The teachers in educare centers and parents showed a positive attitude toward benefits of inclusion of handicapped children on the whole and parents showed a more positive attitude toward inclusion than teachers. 2. The teachers in educare centers and parents showed a negative attitude toward barriers of inclusion of handicapped children. And parents showed a more negative attitude toward barriers of inclusion than teachers. 3. The teachers and parents who considered inclusion as necessary showed a more positive attitude toward inclusion than those who considered it as unnecessary. 4. There was no significant difference between teachers educated for the handicapped and those uneducated for the handicapped regarding their perception toward inclusion of handicapped children. 5. Parents of handicapped child showed a positive attitude toward benefits of inclusion than those of nonhandicapped child. But there was no significant difference regarding their perceptions toward barriers of inclusion of handicapped children.

금선 양생법

강대옥 韓國精神科學學會 2009 한국정신과학회 학술대회 논문집 Vol.31 No.-

기관운영자의 통합교육신념에 대한 연구

강대옥,박재국 한국통합교육학회 2006 통합교육연구 Vol.1 No.1

The purpose of this study is to investigate the administrators' beliefs about inclusion. The subjects for the study were 211 administrators of primary schools, preschools, and educare centers. For statistical analysis of the data, M, SD, t, and one-way ANOVA was operated. The results of the study are as follows; First, administrators have positive beliefs toward inclusion. But in comparing beliefs toward inclusion according to agency; it had significantly meaningful difference. And the beliefs of administrators of educare centers were more positive beliefs than those of administrators of other agencies. Second, in comparing administrators' beliefs toward inclusion according to educational experience and perception on driving ability of inclusion; it had meaningful difference. Third, in comparing administrators' perceptions of inclusion according to agency; it had meaningful difference. Fourth, in comparing perceptions of children in inclusive setting according to agency; it had meaningful difference. Fifth, in comparing perceptions of teachers in inclusive setting according to agency; it had meaningful difference. Future research in the area inclusion may be considered to investigate availability of special education support which affect beliefs toward inclusion. Also we must study the method which promote administrators' beliefs more positive. 본 연구는 초등학교, 유치원, 보육시설의 운영자의 통합교육신념을 분석하기 위한 목적으로 211명의 기관운영자들을 대상으로 통합관, 아동관, 교사관으로 구성된 설문지를 이용하여 조사하였으며, 이를 통하여 얻은 결론은 다음과 같다. 첫째, 기관운영자들을 긍정적인 통합교육신념을 가지고 있으나 기관유형별로 차이를 보여, 보육시설장의 통합교육신념이 가장 긍정적으로 나타났다. 둘째, 통합교육관련 교육경험이 있거나 통합교육추진능력이 있다고 인식하는 경우가 통합교육신념이 더욱 긍정적이었다. 셋째, 기관운영자의 통합관은 전체적으로 긍정적이었으나 통합교육권 및 통합교육환경, 통합교육시기, 통합의 잇점 등에서 기관유형별 차이가 있었다. 넷째, 기관운영자의 아동관은 전체적으로 긍정적이었으나 일l반아동들에 대한 성과면에서 기관유형별 차이가 있었다. 다섯째, 기관운영자들의 교사관은 대체적으로 긍정적이었으나 통합학급교사의 아동관리기술 및 통합교육의 효과, 장애아 통합에 대한 태도 등에서 기관유형별 차이가 있었다. 후속연구에서는 첫째, 기관운영자의 신념에 따라 기관의 실제 통합교육실태는 어떤지에 대한 연구가 필요하며, 둘째, 기관운영자의 통합교육신념을 긍정적으로 강화할 수 있는 다양한 방안이 모색되어져야 할 것이다.

양손쓰기 조작활동이 발달장애아동의 주의집중력 및 신변자립능력 향상에 미치는 영향

강대옥 한국보육학회 2004 한국보육학회지 Vol.4 No.2

The purposes of this study were to investigate the effect of both hands play on attention and self-help skill of child with developmental disorder. The subjects were two children with developmental disorder who had diagnosis by child specialist and attended in B educare center included infants below 3 years old. The children had attention and communication problems. The program of this study was both hands play which consisted of 15 week play and connected daily living behavior subject. The conclusions obtained from the results and discussions of this research are as follows: 1. The children"s attention time and frequency were improved. But the rate of improvement was weak. And one child"s change was improved faster than other child. 2. The children"s attention-share behavior was improved through both hands play. 3. The children"s self-help skill was improved, and they could do well many daily living skills like feeding behavior, toilet behavior, and so on. 4. The children"s attention about play and interaction were improved in the course of both hands play.

학습장애에 대한 예비보육교사의 인식

강대옥,박재국 한국특수아동학회 2002 특수아동교육연구 Vol.4 No.2

본 연구는 학습장애에 대한 개념 및 처치 등에 대한 현실적 문제점에 주목하여 예비보육교사들이 인식하고 있는 학습장애에 대한 암묵적인 개념을 규명하고 이에 따른 조기 진단 및 조기 중재 프로그램을 마련하는데 도움을 줄 수 있는 기초적 자료를 제공하고자 하였다. J시에 위치하고 있는 J대학 보육교사교육원, 유아교육과, 보육상담전공에 재학 중인 예비보육교육사 165명을 대상으로 학습장애의 정의와 특성, 학습장애아 지도시 애로사항과 우선 지도사항 등에 대한 인식을 설문지법을 이용하여 조사한 결과 다음과 같은 주된 결론을 얻었다. 1. 예비보육교사의 학습장애에 대한 개념 인식은 학습부진 또는 정신지체와 혼동되는 불명확한 것으로써 명확한 개념 기준이 제공될 필요성을 시사하는 것이었다. 2. 예비보육교사는 학습장애에 대하여 유아교육기관의 교사나 부모에 의하여 조기에 발견될 수 있는 것으로 인식하고 있다. 이 결과에 따라 이들 대상에 의한 조기 발견이 가능할 수 있는 지원체제 및 교육 제공에 대하여 고찰했다. 3. 예비보육교사는 학습장애아동을 위한 지도에 있어서 교사 대 아동 간 신뢰관계를 전제로 하면서 주의집중과 정서적 안정을 유도할 수 있는 흥미 중심의 내용이어야 한다고 인식하고 있다. 이 결과는 이러한 인식을 토대로 구성된 지도 프로그램의 개발과 그 효율성을 검토할 수 있는 후속 연구의 필요성을 시사하는 것이었다. We can classify, diagnose, and interfere the target group with learning disability through explicit conceptualization. But we have used the concept about learning disability indistinctly. Thus the purposes of this study are to survey the implicit perceiving of pre-educare teachers about learning disability and to offer basic material for the explicit conceptualization and the teaching strategy about the learning disabled in the field. The data of this study were obtained 165 pre-educare teachers. The conclusions obtained from the results and discussions of this research from the results and discussions of this research are as follows: 1. Pre-educare teachers defined learning disabled to be low children in academic, attentional, and understanding aspect, and they thought the learning disabled have attention deficit, low academic performance speed, low motive about learning, and language expression problem. 2. Pre-educare teachers pointed language and mathematics as the most difficult subject to the learning disabled. 3. Pre-educare teacher perceived the cause of learning disability was environmental and genetic factor and the methods to discover the learning disabled were observation, test, diagnose, and interview. 4. Pre-educare teachers perceived parents and teachers could find the learning disabled first of all, and the rate of appearance of learning disability was 5% below. 5. Pre-educare teacher perceived learning disability was or wasn't related to IQ, and they pointed autistic disorder and mental retarded as similar types with learning disability. 6. Pre-educare teacher perceived learning disability was different from mental retarded in native ability deficit, and slow learner in environmental poor performance. 7. Pre-educare teachers perceived it was difficult to make the learning disabled pay attention to learning, to endure for the learning disabled, and to repeat guidance continually. And they perceived we need to connect relation between children and teacher through teacher's concern and truth. Also they perceived it was important to keep mental health and interest about learning for emotional security.