지적장애인 관련인의 사회적기업에 관한 인식조사 : 충청도 지역을 중심으로

조인수,강미라,落合俊郞 한국특수교육학회 2013 한국특수교육학회 학술대회 Vol.2013 No.-

전환교육의 모형분석

조인수,박정식 한국발달장애학회 2001 발달장애연구 Vol.5 No.1

Under the circumstance that vocational training and support programs to which facilitate postschool adjustment of students with disabilities has been not systematic yet. Special education have to change it as the view of it's paradigm, In a sense, Supporting special education mustbe outcomes-based in public education than formularization in curriculum, what facilitation the postschool adjustment of students with disabilities through comprehensive service delivery system is so important in public education. Based on the brief, we have two purposes of the study. One is that explore background of transition education so that transition education sets up the foundation and practice in publiceducation in korea. Other is what the importance of teamwork of transition planning that need teacher, Professional, community interagency examine, we tried to them to analyze transition models which suitable to korean situation. The conclusions derived from the analysis areFor the core components of transition education, We must know the facts that need all parties - students, Parent, Professionals, related agency, in the transition process to adhere to aconsistent set of guiding principles.For the successful operation of transition education, What we know that functional curriculum, inclusion, a statement of the transition service needs of the child under theapplicable components of the child's IEP that focuses on the child's course of study as suchparticipation in advanced placement courses or a vocational education program is so important also must realize under the korea situation in detail. 특수학교를 졸업하고 사회로 진출할 장애학생에 대한 직업훈련과 지원프로그램이 체계적으로 이루어지지 않고 있는 현 상황에서 특수교육은 전환교육이라는 관점에서 변화되어야 할 필요성이 있다. 이런 의미에서 특수교육의 제공은 정형화된 교육과정을 제시하기보다는 프로그램의 성과를 이루는 교육과정으로 되어야 한다. 총체적인 서비스 지원을 통해 장애학생들의 사회로의 유의미한 준비시키는 것은 특수교육에 있어 아주 중요한 일이다. 본 연구는 이러한 신념에 바탕을 두고 전환교육의 토대를 확립하고 실행방안을 구명하고자 선진국의 전환교육의 배경을 탐색하고, 교사와 전문가, 지역사회 기관 등이 팀을 이루어 실행되어야 하는전환교육의 팀협력의 중요성을 밝히고자 전환모형을 분석을 실시한다. 이에 따른 적합한 전환교육전환모형의 분석을 통해 얻어진 결과로는 성공적인 전환을 위한 핵심 구성요소로 관련 기관 및 전문가와 부모, 학생, 교사간의 협력이 매우 중요하며 특히 전문가의 융통성 있는 계획과 지원이 필요운영방안 수립을 위해 기능중심 교육과정, 개별화된 전찬교육계획(lTP)의 조기 수립, 통합적인 전환교육실시 방안 마련과 교사의 양성 및 연수가 전환교육의 실천에 앞서 우선적으로 이루어져야야 한다.

과정중심 인지학습모델의 교실수업에로의 전환

조인수 한국정신지체아교육학회 1999 지적장애연구 Vol.1 No.-

교육현장에서 장애인들의 효과적인 학습지도를 위해서는 인지과정상 정보처리적 접근전략을 탐색해서 실천적으로 지도되어야 한다. 본 연구의 주요목적은 과정중심 학습지도 모델의 교실수업에 성공적으로 전환할 수 있는 방법을 탐색하는데 있다. 구체적인 목적은 다음과 같다. 첫째, 과정중심 학습지도 모델의 지도단계별 모형을 분석ㆍ제시한다. 둘째, 과정중심 학습지도 모델은 평가, 전략개발, 과제 내 전이, 통합과 일반화 다섯단계로 구성된다. 과정중심 학습지도의 교실수업에로의 전환을 위해서는 학생의 참여와 적응, 교실중심의 전략행동과 내용의 통합에 유의해야 하고, 계획, 부모와의 전략, 협력교수와의 학습, 그리고 지식기반 등이 중요하다. 본 모델은 학습과제의 전이와 일반화를 용의하게 하고 학업성취 수준을 높일 수 있다. The purpose of this study was to investigate PBI model and application of the PBI model within the classroom. Process-Based Instruction involves five Phases; Assessment; Orientation; Strategy Development; Intra-task Transfer; and, Consolidation and Generalization. The model is shown in Figure 2. 1. PBI can be used in a variety of teaching contexts. It is easily adapted to the classroom in group and whole class lesson, and is designed to be an integral part of the regular classroom curriculum. The goal of Process-Based Instruction was the adaptation and application of cognitive strategies within the curriculum taught by the classroom teacher. PBI has a number of important features that distinguish it from other strategy training model. These Characteristics appear to facilitate constructive classroom interaction, and transfer and generalization of skills beyond the learning task.

단일 전력량계 활용 다수고객 전력사용량 계량 기술 개발

조인수,Cho, Insoo 한국전력공사 2021 KEPCO Journal on electric power and energy Vol.7 No.2

기존 3 상 전력량계(G-type) 1 대로 단상 3 호 고객 계량이 가능한 소프트웨어 기술 구현 【BIXPO 2020 발명특허대전 대상 수상】

5.정신지체 아동의 생활지도 방안

조인수 한국특수교육학회 1997 한국특수교육의 발전과제 Vol.12 No.-

진로선택의 발달이론적 분석 연구

조인수,이상욱 한국직업재활학회 1992 職業再活硏究 Vol.2 No.-

精神薄弱學生 職業敎育의 改善方向

趙寅洙 又石大學校 1988 論文集 Vol.10 No.-

This study was aimed at improving direction of vocational education for the mentally retarded in order to provide an educational assistance for them in their social economical self-sufficiency. For achieving this purpose, the following study problems were prusued: 1) identifying developmental characteristics and vocational needs of the Mentally retarded and vocational ability. 2) identifying existing situations and problems met in vocational education. 3) analyzing employable jobs and works for the Mentally retarded. The methods used for this study were a review of literature and analysis of various data. The main findings from this study and some recommendations can be summarized as follows; 1) The most important area im the vocational education of the Mentally retarded should be placed on the training of their social and emotional aspects. 2) The vocational education for the Mentally retarded is needed to be broadened its concept up to career education. 3) The vacational education for Mentally retarded should be carried out under the close. cooperation among school family and community, nation in order to achieve its maximum effectiveness. 4) The existing vocational education programs in Korea are varied dependent upon schools because of limited kinds of jobs to be trained limited facilities, lack of professional personnal, and lack of appropriate programs, lack of the educational-industrial cooperation. In developing of vacational education for the Mentally retarded a key is provided professional personnal, and appropriate programs, environment, national participation, educational-industrial cooperation.

자극단서의 수와 구성방법에 따른 정신지체아의 주의집중 특성

조인수,박세현 한국발달장애학회 1997 발달장애연구 Vol.1 No.1

본 연구는 정신지체아 주의집중과정의 특성을 구명한 것으로 특히 자극단서의 수, 구성방법 등 학습자극의 제시조건이 정신지체아의 선택적 주의집중 과정에 어떠한 영향을 미치는가를 밝히는데 그 목적이 있었다. 정신지체아와 정상아 각 120명을 대상으로 Hagen의 중심·우발적 주의집중과제로 분석한 결과, 정신지체아는 학습자극제시 조건에 있어 자극단서의 수에 따른 변인은 단서의 수가 적을수록 주의집중 성취수준이 높다. 자극의 구성방법에 있어 색상을 가미한 중심단서와 우발단서가 형태일 때 성취수준이 가장 높고, 반대로 색상을 가미한 우발단서와 중심단서에 형태를 제시한 경우에 성취수준이 낮다.

성과중심 전환교육의 자기결정 구성요소와 지원전략

조인수,이응훈 한국특수교육문제연구소 2004 특수교육저널 : 이론과 실천 Vol.5 No.1

전환교육성과로써의 자기결정과 자기결정교육의 필요성 및 전환교육서비스와 자기결정에 대해 탐색했다. 많은 전환교육 요소 중에서 21세기에는 장애인의 자기결정 능력 배양이 그들의 삶에 중요한 요소로 대두되게 되었다. 자기의 삶의 선택에 대한 통제력인 자기결정 능력을 장애인과 비장애인을 구별하는 핵심적인 특징이라고 하기도 한다. 자기 스스로 독립된 생활을 하면서 자립을 이루어야 하는 장애인들에게는 한마디로 필수적으로 획득되어야만 하는 요소인 것이다. 전환교육의 핵심요소로 자기결정이 등장을 했고 학교 재학 중에 이 능력의 배양이 필수적이고 이는 성인생활에서 장애인의 삶의 질을 결정하는 핵심적인 요소가 된다. 그러나 장애인의 자기결정 능력 배양은 쉽지만은 않은 어려운 과제다. 장애인의 요구와 선호와 흥미를 고려해서 그들이 살고 있는 지역사회 안에서 질적인 삶을 최대한 누릴 수 있도록 뒷받침을 해주는 전환교육이 궁극적인 목표이다. This study is to inquire what kind of relationships between transition and self-determination. During 20th century, especially for the handicapped, transition becomes critical and essential for them. And the self-determination is closely related with their quality of life. So to promote their ability to be self-determined is taught during their attending schools then it will affect their lives of adulthood. So I want to investigate as follows; first, what is self-determination as an education and transition outcome? Second, the necessity of the self-determination education for the handicapped nowadays. Third, what kind of relationships are there between transition services and self-determination? To investigate the first aim, I want to review historical roots of self-determination, factors providing impetus to self-determination, link between self-determination and positive adult outcomes and so on. It is not necessary to discuss the necessity of self-determination for the handicapped. It's essential and critical element for them that they should learn during their attendance in school. In order to investigate the second aim, self-determination as an education and transition outcome, I want to know what self-determination is, essential characteristics of self-determined behavior, component elements of self-determined behavior such as choice-making; decision-making; problem-solving; goal-setting and attainment; independence, risk taking and safety; self-observation, evaluation, and reinforcement; self-instruction; self-advocacy and leadership; internal locus of control; positive attributions of efficacy and outcome expectancy; self-awareness; self-knowledge. Ensuring that students with and without disabilities are self-determined will be as complex and difficult a process as comparable efforts to ensure that students with disabilities attain gainful employment or community involvement. Skills development in the component elements of self-determined behavior is one key to success; and many proven, effective practices are available that teachers can use to achieve this outcome. To investigate the third aim, I studied what kind of relationships between transition services and self-determination are there. Of course there are many strategies to promote self-determined abilities. And we should combine many methods to promote their abilities during school days for later adulthood life. When they accomplish this ability, self-determination, they can live as a common people in this world though they have disabilities. The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on self-determination is particularly strong in the transition from school to adulthood movement. So it is necessary for us to cooperate to help them to achieve their self-determination using many methods and strategies. To involve student in their writing IEP, make them participate in community-based activities, find out their strengths and weaknesses to take into consideration their development. Above all we should cooperate in helping their true development with self-determination.

選擇的 注意集中과 知能要因의 關係分析

趙寅洙 又石大學校 1987 論文集 Vol.9 No.-

This is a study analysis of relations of selective attention and factours in general intelligence. General intelligence may set structural fature limitations on three aspects of selective attention : direction, adjustability, and breadth. Amiable hypotheses considered are that subjects of varying intelligence may (1) have some partially fixed tendencies to look at different dimensions of stimuli, (2) have varying rates of adjusting their direction of attention, and (3) have varying upper limits on breadth of attention for tasks demanding it. Data, theory, and methods bearing on these hypotheses were reviewed from the domain of visual discrmination learning. 1. Although directing of attention is clearly a control process, in part, because of the relative ease with which it can be changed by training, there is nevertheless appreciable evidence of some maturational control of saliency hierarchies. 2. The adjustability of attention, or rte of learning to change the direction of attention, has long been considered to be the prime candidate for structural feature status in attention theory. 3. For the final aspect of attention, breadth, there are several models which provide theoretical measures of attentional breadth, although none of the formal multiple-look models has a parameter representing an upper limit on breadth of attention. As an overall statement of the state-of-the art in this field : the study of the relation of intelligence and structural features of attention is characterized by theoretical ferment, empirical busyness, and growing methodologioal sophistication, but the stage of big conclustions has not yet been achieved.