청각장애학생의 학업성취 관련 요인 분석

권요한 ( Yo Han Kwon ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3

이 연구의 목적은 청각장애학생의 학업성취 관련 요인이 무엇인지를 먼 과거 환경 변인,과거 환경 변인,현재 환경 변인에 따라 요인 분석하고,이들 요인에 대한 청각장애교사의 인식 경향과 교사의 학교급별,경력별 인식 차이를 알아보며,학업성취 관련 요인 간의 상관관계를 분석하는 것이다.전국의 청각장애 특수학교교사 100명을 대상으로 학생의 학업성취 관련 요인에 대한 설문조사를 실시하였다.설문문항은 5점 척도의 총 37개 문항으로 구성되었다.이 연구의 결과를 요약하면 다음과 같다.첫째,청각장애학생 학업성취 관련 요인은 먼 과거 환경 변인에서 3개요인(학교환경,사회환경,가정환경),과거 환경 변인에서 4개요인(학생의 인지적 특성,정의적 특성, 의사소통 특성,장애 특성),현재 환경 변인에서 3개요인(교사 변인,수업계획과 관리,수업실행과 평가)등 총 10개요인으로 밝혀졌다.둘째,청각장애학생 학업성취 관련 요인에 대한 교사의 인식경향은 전반적으로 높게 나타났으며,교사의 배경변인에 따른 차이는 과거 환경 변인 중 학생의 정의적 특성,의사소통 특성에서 경력별 차이가 나타났으며,현재 환경 변인에서 교사 변인에 대해 경력별,학교급별 차이가 나타났다.이외의 요인에 대해서는 인식차이가 나타나지 않았다.셋째,청각장애학생의 학업성취 관련 요인간의 상관관계는 10개요인 모두에서 유의미한 정적 상관관계가 나타났다. The purpose of the study was to analyze factors according to environmental variables of remote past, environmental variables of the past, and present environmental variables on what were factors related to schoolwork achievements of students with hearing disorders; to analyze if there are differences in the factors according to background variables of teachers; and to analyze what correlation exists between factors. To this end, a questionnaire survey about factors related to schoolwork achievement was carried out with 100 teachers in special education schools for students with hearing disorders. Collected survey sheets were analyzed by exploratory factor analysis, t-test, product moment correlation of Pearson, and Multiple Regression analysis. The major results of the study were as follows. First, it was figured out that factors related to schoolwork achievement of students with hearing disorders were 10 factors in total - 3 factors in environmental variables of remote past (school environment, social environment, and family environment), 4 factors in environmental variables of the past (cognitive characteristics of students, affective characteristics, characteristics of communication, disorder characteristics), and 3 factors in present environmental variables(teacher variable, teaching plan and management, and teaching implementation and assessment) Second, as a result of analyzing recognition tendency of teachers about factors related to schoolwork achievement of students with hearing disorders and differences in recognition each background variables, in environmental variables of remote past, recognition tendency appeared high in the order of family environment, school environment, and social environment. In environmental variables of the past, recognition tendency appeared high in the order of disorder characteristics, affective characteristics, characteristics of communication, and cognitive characteristics of students. In present environmental variables, recognition tendency appeared high in the order of teaching plan and management, teaching implementation and assessment, teacher variables. Overall, recognition tendency appeared high in the order of environmental variables of the past, environmental variables of remote past, and present environmental variables. For differences according to background variables of teachers, there were differences in recognition according to career in affective characteristics of students and characteristics of communication among environmental variables of the past. There appeared differences in recognition according to career and school in teacher variables among present environmental variables. And there were differences in gender in teaching implementation and assessment. For other related factors, there were no differences in recognition according to background variables of teachers. Correlation among factors related to schoolwork achievement of students with hearing disorders showed significant positive correlation in all the 10 related factors. From the results of regression analysis on influences of factors related to schoolwork achievement on teaching implementation and assessment, it appeared that factors related to schoolwork achievement of students with hearing disorders explained teaching implementation and assessment by 63.6%.

특수학교 교육과정 평가준거 탐색

권요한(Kwon Yo-Han),이만영(Lee Man-Young) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.2

$CO_2$ 레이저 연신 조건이 PET 섬유의 기계적 특성에 미치는 영향

권요한,김성훈,Kwon, Yo-Han,Kim, Seong-Hun 한국섬유공학회 2006 한국섬유공학회지 Vol.43 No.6

The mechanical properties of poly(ethylene terephthalate) (PET) fibers obtained by $CO_2$ laser-heated and high speed drawing process were investigated in terms of their dependence on the laser power and the temperature. The PET fibers were drawn with laser radiation heating under constant draw ratio (1.7) at constant feed roller speed of 100 m/min by the change in the $CO_2$ laser power from 0 to 35 W and different temperature (room temperature, $120^{\circ}C\;and\;140^{\circ}C$). The $CO_2$-laser-heated-drawn PET fibers were characterized with X-ray diffraction (WAXD), differential scanning calorimetry (DSC), birefringence and tensile testing. The mechanical properties of the PET fibers increased with increasing laser power at high temperature, which was attributed to the improvement of molecular orientation, the development of ordered crystalline structure and the increase in the crystallinity.

청각장애영아와 일반영아의 의사소통적 몸짓과 어휘발달 특성 비교

권요한 ( Yo Han Kwon ),김영미 ( Young Mi Kim ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.2

청각장애영아와 일반영아의 의사소통적 몸짓과 어휘발달 특성에 대해 비교해 보기 위하여 본 연구를 수행하였으며, 연구 대상은 생활월령이 12~36개월인 청각장애영아 10명과 일반영아 10명이었다. 대상 영아를 월령에 따라 12~24개월, 25~36개월 집단으로 나누어서 청각장애영아와 일반영아간의 의사소통적 몸짓과 어휘발달간의 차이를 살펴보았고, 각 집단의 의사소통적 몸짓과 어휘발달의 상관관계를 살펴보았다. 연구결과는 첫째, 12~36개월 청각장애영아와 일반영아의 의사소통적 몸짓의 출현빈도는 청각장애영아가 일반영아보다 높게 나타났으며, 둘째, 12~36개월 청각장애영아와 일반영아의 어휘발달은 표현어휘에서 일반영아가 청각장애영아보다 높게 나타났다. 셋째, 12~36개월 전체 청각장애영아와 일반영아의 의사소통적 몸짓과 어휘발달 간에는 유의한 관계가 나타나지 않았지만, 청각장애영아와 일반영아 모두 의사소통적 몸짓 유형 중 표상적 몸짓이 어휘발달과 관계가 있는 것으로 나타났다. 따라서 구어습득 이전이나 한 낱말단계의 영아들이 사용하는 표상적 몸짓을 잘 이해하고 장려함으로써 청각장애영아 및 일반영아의 언어발달을 촉진시킬 수 있다는 결론을 얻었다. This study aims to compare the communicative gestures and the vocabulary developments degree between the hearing impaired infants and the normal infants by their age and to know the relation of the communicative gestures by age to the vocabulary development. The subjects of these studies are 10 hearing impaired infants in 12~36 months and 10 normal infants. They divided into 12~24 months group and 25~36 months group. The conclusion of this study were as follows: 1. In communicative gesture, the hearing impaired infants in 12~36months showed more gestures than normal infants, especially in the deictic gestures. 2. In representative vocabulary development, the normal infants in 12~36 months represented more vocabulary development than the hearing impaired infants. 3. There was no meaningful relations between the whole body gestures and the vocabulary developments, but I found the representative gestures were positively related with the vocabulary development of hearing impaired infants and the representative and conventional gestures were related to the development of normal infants. In this study, I figured out that the representative gestures were so meaningful to the development of vocabulary both hearing impaired infants and normal infants. So, if we understand the conditions which are those before acquiring the spoken language and the information about one-word spoken infants developmental, we could promote the development of vocabulary both hearing impaired infants and the normal infants.

도립진자의 스윙업 제어기 설계

권요한(Yo-Han Kwon),최원호(Won-Ho Choi),김범수(Beom-Soo Kim),임묘택(Myo-Taeg Lim) 대한전기학회 1999 대한전기학회 학술대회 논문집 Vol.1999 No.11

꼴라쥬를 활용한 일반유아와의 협력적 미술치료 프로그램이 발달장애유아의 언어능력, 대인관계 및 주의력 향상에 미치는 효과

변윤연 ( Yoon Yeon Byeon ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2010 특수아동교육연구 Vol.12 No.4

본 연구는 꼴라쥬를 활용한 미술치료프로그램이 발달장애유아의 언어능력, 대인관계 및 주의력 향상에 미치는 효과가 어떠한지를 알아보는데 목적이 있다. 이러한 연구의 목적을 달성하기 위해 발달장애유아 3명과 일반유아 3명을 선정하여 이들에게 꼴라쥬를 활용한 미술치료프로그램을 33회기 동안 협력학습형태로 실시하여 수용 및 표현언어, 대인관계, 주의력 등에 어떠한 효과가 있는지를 사전-사후-유지검사 설계를 통해 알아 보았다. 꼴라쥬를 활용한 미술치료프로그램은 총 33회기에 걸쳐 구성하였다. 꼴라쥬를 활용한 미술치료프로그램이 발달장애유아의 언어능력, 대인관계 및 주의력 향상에 미치는 효과를 알아보기 위해 사전, 사후, 유지 검사성적의 평균을 구하고 그에 대한 차이를 알아보기 위해 Friedman 검증을 실시하였다. 본 연구를 통해 얻은 결론은 다음과 같다. 첫째, 꼴라쥬를 활용한 미술치료프로그램이 발달장애유아의 언어능력 (수용언어, 표현언어) 향상에 효과가 있었다. 둘째, 꼴라쥬를 활용한 미술치료프로그램이 발달장애유아의 대인관계 개선에 효과가 있었다. 셋째, 꼴라쥬를 활용한 미술치료프로그램이 발달장애유아의 주의력 향상에 효과가 있었다. The purpose of this study was to examine the effect of an art therapy program by collage on the verbal skills, interpersonal relationship and attention of preschoolers with developmental disabilities. The subjects in this study were three preschoolers with developmental disabilities and three nondisabled preschoolers. An art therapy program that employed collage was provided to them in 33 sessions in the form of cooperative learning, and a pretest-posttest-retention test design was adopted to find out the effect of the program on their receptive and expressive language, interpersonal relationship and attention. The collective averages of the preschoolers in the pretest, posttest and retention test were calculated to determine the effect of the program on the verbal skills, interpersonal relationship and attention of the preschoolers with developmental disabilities, and Friedman test was carried out. After the intervention program was implemented, the following findings were given: First, the art therapy program that utilized collage was effective at boosting the verbal skills(receptive and expressive language) of the preschoolers with developmental disabilities. Second, the art therapy program that utilized collage was effective at improving the interpersonal relationship of the preschoolers with developmental disabilities. Third, the art therapy program that utilized collage was effective at bolstering the attention of the preschoolers with developmental disabilities. Based on the findings of the study, there are some suggestions: First, collage-based art therapy programs have mainly been used to improve attention so far, but this study made it clear that the collage-based art therapy program had a good effect on all the verbal skills, interpersonal relationship and attention of the preschoolers with developmental disabilities. The preschoolers with developmental disabilities whose verbal skills lagged behind had more chances to express themselves while they made works by employing collage and talked to one another, and the activities also enabled them to boost their communication skills, which served, in turn, to bring a favorable change to their attention as well. Thus, the art therapy program that employed collage allowed the preschoolers to understand each other, to satisfy their own needs and to express themselves in the course of being naturally engaged in cooperative art activities. Therefore the collage-based art therapy program could be said to be one of effective verbal intervention methods. In the future, sustained research efforts should be channeled into verifying the effect of art therapy programs on preschoolers with developmental disabilities whose characteristics are different. Second, preschoolers with developmental disabilities usually have difficulties in interpersonal relationship, and they find it hard to concentrate their attention and interact with nondisabled preschoolers. Moreover, they are aggressive in a negative manner. But they will be able to express their ideas and then to improve their interpersonal relationship and attention while they learn with nondisabled preschoolers, helping and talking with each other. Accordingly, a variety of collage-based art therapy programs tailored to different sorts of disabilities should be developed to make the programs more accessible to teachers and disabled preschoolers.

균형적인 문해프로그램이 언어발달지체 아동의 조사, 어미 및 구문능력에 미치는 효과

전맹순 ( Maeng Sun Jeon ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.2

본 연구는 균형적인 문해프로그램이 언어발달지체아동의 조사, 어미 및 구문능력에 미치는 효과를 알아보기 위해 수행하였으며, 연구 대상은 언어연령이 5세 이상인 초등학교 1-2학년 언어발달지체아동 각 5명으로 총 10명이었다. 대상아동들은 아동기부터 조기교육을 받아온 아동들로, 실험집단과 통제집단을 대상으로 연구자가 수정·보완한 문법형태소 검사문장과 구문이해력 검사를 실시하여 조사와 어미 및 구문능력에 미치는 영향을 검토하였다. 연구결과는 첫째, 균형적인 문해프로그램은 언어발달지체아동의 조사사용 정확도 향상에 긍정적 영향을 미쳤으며, 통제집단과 비교시 유의한 효과가 있었다. 둘째, 균형적인 문해프로그램은 언어발달지체아동의 어미사용 정확도 향상에 효과적이었으며, 통제집단에 비해 전체적인 어미사용 빈도가 크게 향상되었다. 셋째, 균형적인 문해프로그램은 언어발달지체아동의 구문능력 향상에 긍정적인 영향을 미쳤으며 통제집단과 비교시 구문능력에 유의한 향상을 보였다. 따라서 언어발달지체아동의 사고를 촉진할 수 있는 적절한 문해활동을 경험할 수 있도록 체계적이고 조직적인 기술과 전략으로 구성된 균형적인 문해프로그램의 적용은 매우 효과적이었다. The purpose of this study was to illustrate the effects on the balanced literacy program to use ability of grammatical morpheme (postpositions, endings) and syntactic abilities by comparing the experimental group with control group for children with language delayed children. The 10 children with language developmental delayed composed of both experimental group and control group were selected to find out effect of balanced literacy program application and they were 1st to 2nd grade in the integrated educational environment. The 10 children with language developmental delayed whose language age was between 5~6 years old used oral speech in communication, and were not good at grammatical morpheme(postpositions, endings) and syntactic abilities, The balanced literacy program was remedied and developed by researcher, In this study, balanced literacy program unifies four language function namely speaking, hearing, reading and writing activities reasonably, It is composed of two segment of grammatical morpheme and syntactic abilities. Effects on the balanced literacy program to use ability of grammatical morpheme and syntactic abilities for children with language developmental delayed children result in as followings. First, the balanced literacy program was effective to improve ability of grammatical morpheme at language developmental delayed children. Namely, the balanced literacy program was positive impacts on various particles and endings in subordinate areas, And the children of the experimental group was effective in postposition and ending and appeared higher than control group. Second, the balanced literacy program was effective to improve syntactic comprehension abilities with language developmental delayed children. Namely, the balanced literacy program was positive impacts on the syntactic and semantic structure in syntactic comprehension abilities test, And the children of the experimental group was significant difference in syntactic comprehension abilities rather than control group. These findings indicate that the children with language developmental delayed showed difference both experimental group and control group, which suggests possibility of grammatical morpheme and syntactic abilities`s change through intervention in clinical application.

난화 상호 이야기법을 활용한 미술치료프로그램이 단순언어장애 아동의 언어능력과 사회적 자아개념에 미치는 효과

장선경 ( Seon Kyung Jang ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2009 특수아동교육연구 Vol.11 No.3

누리과정에 대한 유아특수교사의인식과 실행 수준 및 프로그램 평가 간의 관계

이현주 ( Hyun Joo Lee ),권요한 ( Yo Han Kwon ) 한국특수아동학회 2014 특수아동교육연구 Vol.16 No.3

본 연구의 목적은 누리과정에 대한 유아특수교사의 인식, 실행 수준, 프로그램 평가와 이들 간의 관계를 살펴봄으로써 누리과정에 대한 유아특수교사의 특성과 요구를 파악하고, 적절한 지원 방향과 시사점을 모색하는데 있다. 전국 특수학교 유치원과 유아특수학교의 유아특수교사 195명이 참여하였으며, 연구 도구는 선행 연구에서 제시한 인식, 실행 수준, 프로그램 평가에 대한 설문지를 수정ㆍ보완하여 사용하였다. 자료 분석을 위해 t-검증, 다중회귀분석을 실시하였다. 그 결과 첫째, 누리과정에 대한 유아특수교사의 인식은 보통보다 높은 것으로 나타났으며, 관심 및 적절성 인식이 실천 및 지원 인식 보다 인식 정도가 높은 것으로 나타났다. 실천 및 지원 인식에서는 수업 자료 및 기기 및 비품 지원과 연수 유용성에서 보통으로 인식하며, 장학 지원에 대해서 매우 낮은 인식 정도를 나타냈다. 누리과정에 대한 유아특수교사의 실행 수준은 긍정적인 반응을 보였으며, 운영, 내용, 방법에서 비교적 높은 실행 수준을 보이고 있는 반면 구성방향, 목표, 평가에서 다른 영역에 비해 낮은 실행 수준을 보였다. 누리과정 프로그램의 평가는 긍정적이었으며, 상호작용, 누리과정 내용, 건강ㆍ안전, 가정ㆍ지역사회와의 연계, 교육환경, 교육과정 및 교사평가, 교직원 전문성 순으로 평가를 나타냈다. 교직원 전문성 영역에서 유아특수교사들은 연수에 지속적으로 참여하여 누리과정 활동이 개선되도록 하는 것에서는 프로그램 평가 중 가장 낮은 수치를 나타냈다. 둘째, 누리과정에 대한 유아특수교사 인식, 실행 수준, 프로그램 평가의 관계에서 누리과정 인식은 누리과정 실행 수준과 프로그램 평가에 영향을 주며, 인식이 높을수록 실행 수준 및 프로그램 평가가 높은 것으로 나타났다. 또한, 누리과정 실행 수준은 프로그램 평가에 영향을 미치고, 실행 수준이 높을수록 프로그램 평가가 높은 것으로 나타났다. The purpose of this study was to grasp the features and demands of early childhood special teachers on Nuri curriculum and to look for the proper service directions and implications. In particular, it aimed the early childhood special teachers on Nuri curriculum to analyze their perception, level of performance, program evaluation, and the relationships among the elements. 195 early childhood special teachers of special school kindergartens and early childhood special schools around the nation participated, and the questionnaires on perception, level of performance, and program evaluation suggested by precedent study were corrected and complemented to use as a study tool. T-verification and the multiple regression analysis was conducted for data analysis. The results of study were as follows. First, the perception of early childhood special teachers on Nuri curriculum appeared to be higher than normal level and the perception of concern and appropriateness appeared to be higher than practice and support perception in the perception level. In the practice and support perception, they recognized as average in the class materials, tools and furnishing support, and training usefulness, and they showed a very low perception level for the scholarship support. The level of performance of early childhood special teachers on Nuri curriculum showed a positive response and showed a comparatively high level of performance in the operation, contents, and method, while it showed a low level of performance compared to other domains in the composition directions, goals, and evaluation. The program evaluation of Nuri curriculum was positive, and the positive evaluations appeared in order of interaction, Nuri curriculum contents, connection between health/safety, family/community, educational environment, curriculum and teacher evaluation, and faculty professionalism. In the faculty professionalism domain, early childhood special teachers participated in the training consistently to improve the Nuri curriculum activity which showed the lowest figure among the program evaluations. Second, the following is the relationship among perception of early childhood special teachers on Nuri curriculum, level of performance, and program evaluation. Nuri curriculum perception influenced the level of performance, and the higher perception was, the higher level of performance was. Nuri curriculum perception influenced the program evaluation and the higher perception was, the higher program evaluation was. Nuri curriculum level of performance influenced the program evaluation and the higher the level of performance was, the higher program evaluation was.

청각장애 특수학교의 개별화교육계획 수립과 운영에 대한 질적 연구

박인수 ( In Su Park ),권요한 ( Yo Han Kwon ) 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.3

본 연구에서는 세 가지 교육과정, 즉 (특수학교)기본 교육과정, 국민 공통 기본 교육과정, 고등부 선택중심 교육과정을 절충하여 학교 교육과정으로 편성, 운영하고 있는 청각장애 특수학교의 개별화교육계획 수립과정과 운영상의 특성을 파악하고자 했다. 이러한 과정에서 파생되는 문제점을 찾아내어 이를 개선, 보완해 갈 수 있는 방안을 모색하고자 했다. 이를 통해 청각장애 특수학교 개별화교육계획의 수립과 효율적인 운영에 도움을 주고 이로 말미암아 궁극적으로는 청각장애학생 교육의 질적 향상에 기초가 되는 자료를 제공하는데 연구의 목적을 두었다.본 연구의 수행은 크게 세 가지 방법으로 이루어졌다. 첫째는 문헌분석에 의한 연구이다. 분석된 문헌은 개별화교육계획과 관련된 연구문헌 및 관련법규, 교육과정 관련 자료이다. 둘째는 현장의견 조사로서, 경상남도 A청각장애 특수학교 교사들을 대상으로 하여 심층 면담과, 개별화교육지원팀회의와 교실 수업의 비 참여관찰을 통하여 연구 관련 자료 분석하였다. 셋째, 청각장애 특수학교 현장에서 개별화교육계획 수립과 운영에 대한 실태 및 문제점, 개선 방안을 분석하였다. 연구 결과 개별화교육계획은 청력손실의 정도, 청력손실을 입은 시기와 의사소통 방법에 따른 다양한 특성을 가진 청각장애학생들의 교수ㆍ학습을 효과적으로 수행할 수 있는 자료가되고 있다. 청각장애학생의 교육의 질을 향상하기 위해서는 교사, 학교뿐만 아니라 지역사회와 관련 전문가들의 총체적 구조적인 접근이 이루어져야 할 것이다. 이와 같은 견해로 보아청각장애학생들의 교육의 질을 향상시키기 위하여 개별화교육계획이 분명한 교육적인 목표를 지니고 있음을 알 수 있다. Based upon the research outcomes and debates, the study yielded the conclusions as follows. First, the managers and teachers alike of special schools for students with hearing impairments perceive that the individualized education plan itself is a necessary constituent factor for an obligation of educating the students with hearing impairment as well as a way to establish the obligation. It can be said that the individualized education plan was created as a basis of management for administrators, a formalized plan for teachers, and a learning opportunity for students. Second, the educational curriculum of special school for students with hearing impairments is operated upon the reconstruction of a national level of educational curriculum by reflecting the current state of each school and students concerned, and in case of a class level, the individualized education plan is implemented and operated by systematizing the format in order to strengthen the links with a school level of educational curriculum and thus contribute to the education for the whole man. Individualized education support teams consist of the teams for schools and for students respectively. For the effective drafting and operation of individualized education plan, the development of various software packages easy to use in educational fields and activation of on-campus network for effective operation of individualized education plan as well as administrative and financial supports and changes in teachers’ perception are needed. In addition, a long run evaluation on individualized education plan and consistent and regular basis of individualized education support team communications may lead to ensure the internal stability of individualized education plan. Moreover, the comprehensive and structural approaches and involvements to the education for hearing impaired students by local community and relevant experts as well as teachers and parents concerned mean the quality improvement of educations for the students with hearing impairments.