한국인 직무 스트레스 측정도구의 개발 및 표준화

장세진,고상백,강동묵,김성아,강명근,이철갑,정진주,조정진,손미아,채창호,김정원,김정일,김형수,노상철,박재범,우종민,김수영,김정연,하미나,박정선,이경용,김형렬,공정옥,김인아,김정수,박준호,현숙정,손동국 大韓産業醫學會 2005 대한직업환경의학회지 Vol.17 No.4

Background and Purposes: Over the past three decades, numerous studies performed in Korea have reported that job stress is a determinant risk factor for chronic diseases and work disability. Every society has its own culture and occupational climate particular to their organizations, and hence experiences different occupational stress. An occupational stress measurement tool therefore needs to be developed to estimate it objectively. The purpose of this study is to develop and standardize the Korean Occupational Stress Scale (KOSS) which is considered to be unique and specific occupational stressors in Korean employees. Subjects and Methods: Data were obtained from the National Study for Development and Standardization of Occupational Stress (NSDSOS Project: 2002-2004). A total of 12,631 employees from a nationwide sample proportional to the Korean Standard Industrial Classification and the Korean Standard Occupational Classification were administered. The KOSS was developed for 2 years (2002-2004). In the first year, we collected 255 items from the most popular job stress measurement tools such as JCQ, ERI, NIOSH and OSI, and 44 items derived from the a qualitative study (depth interview). Forty-three items of KOSS, in the second year, were retained for use in the final version of the KOSS by using Delphi and factor analysis. Items were scored using conventional 1-2-3-4 Likert scores for the response categories. Results: We developed eight subscales by using factor analysis and validation process: physical environment (3 items), job demand (8 items), insufficient job control (5 items), interpersonal conflict (4 items), job insecurity (6 items), organizational system (7 items), lack of reward (6 items), and occupational climate (4 items). Together they explained 50.0% of total variance. Internal consistency alpha scores were ranged from 0.51 to 0.82. Twenty-four items of the short form of the KOSS (KOSS-SF) were also developed to estimate job stress in the work setting. Because the levels of the subscales of occupational stress were gender dependent, gender-specific standard norms for both the 43-item full version and the 24-item short form using a quartile for the subscales of KOSS were presented. Conclusion: The results of this study suggest that KOSS might be an appropriate measurement scale to estimate occupational stress of Korean employees. Further and more detailed study needs to be conducted to improve the validity of this scale.

피로와 의료이용, 업무상 사고 및 질병결근

장세진,고상백,강동묵,김성아,정진주,이철갑,강명근,현숙정,조정진,차봉석,박종구 大韓産業醫學會 2005 대한직업환경의학회지 Vol.17 No.4

Objectives: This study examined the relationship of fatigue to medical utilization, occupational accident and sickness absence. Subjects and Methods: Data were obtained from the National Study for Development and Standardization of Occupational Stress (NSDSOS Project, 2002~2004). A total of 30,146 employees categorized within the Korean Standard Industrial Classification and the Korean Standard Occupational Classification were recruited. A structured-questionnaire was used to assess the participants' sociodemo-graphics, job-related factors, health-related behaviors, personality trait, self=perceived fatigue (MFS) and the frequency of medical utilization, occupational accident and sickness absence. Data on medical utilization and occupational accident were confirmed from company health records. Chi-square test and logistic regression analysis were used to elucidate the relationship of self-perceived fatigue to medical utilization, occupational accident and sickness absence. Results: In logistic regression analyses, self-perceived fatigue was associated with medical utilization (outpatient), occupational accident and sickness absence although the strength of the associations was higher in the blue collar workers except for medical utilization. For medical utilization, the white collar worker's adjusted odds ratios of outpatient utilization for workers scoring in the third quartile and the highest quartile, compared to workers scoring in the lowest quartile were 1.50 (95% CI: 1.20-1.87) and 2.16 (95% CI: 1.69-2.75), respectively. The blue collar workers' adjusted odds ratios of outpatient utilization for workers scoring in the second (OR: 1.23, 95% CI: 1.06-1.43), third (OR: 1.42, 95% CI: 1.22-1.66) and highest quartile (OR:1.83, 95% CI: 1.55-2.17), respectively, compared to workers scoring in the lowest quartile were statistically significant. However, no associations were found between fatigue and inpatient utilization for either the white or blue collar workers. The blue collar workers' adjusted odds ratios of being injured for workers scoring in the second, third and highest quartile were 1.41 (95% CI: 1.00-2.00), 1.57 (95% CI: 1.10-2.22) and 2.41 (95% CI: 1.69-3.44), respectively, compared to those scoring in the lowest quartile, but, those of the white collar workers were not significant. There was more likely to an increased risk of sickness absence in workers scoring in the second, third and highest quartile compared to those scoring in the lowest quartile in both white and blue collar workers, but the magnitudes of risk were higher in the blue collar workers than the white collars workers. Conclusion: This result suggests that fatigue is a determinant predictor of medical utilization, occupational accident and sickness absence, and that the pattern of risks for the three outcomes differs according to the occupational type. Some limitations of this study and considerations for future study were also discussed.

허리디스크 환자를 위한 허리보호용 이너웨어 개발 연구(제2보) -여성 이너웨어 개발과 착의평가-

강혜진 ( Hye-jin Kang ),정명숙 ( Myoung-sook Jung ) 한국의류학회 2017 한국의류학회지 Vol.41 No.1

The lumbar disc is one of the first parts of the human body to age. Female discs start to age at twenty and completely age between fifty and sixty. The number of lumbar herniated intervertebral disc patients is increasing rapidly; however, studies on protective inner wear are insufficient. This study develops protective inner wear equipment for bodies. The following were the study methods and procedures. First, the protective design, pattern and making of the inner wear were based on the analysis of collected data. Second, one subject was selected, then human body parts were measured to create the inner protective pattern. The inner pattern was made by the basic size of the subject. The inner protective equipment was made for lumbar disc disease patients after a wearing test and after correcting the pattern. Third, inner protective equipment was thoroughly tested to verify the compatibility of lumbar pads. The following were the study results and observations. First, lumbar pads who had inner protection were easily worn and the design was very ladyish in contrast to other lumbar pads on the market. Second, the pattern was completed by referring to, Lee Hyoung Sook`s, torso and her lumbar pad shape. The fabric was mesh (for good ventilation) and poly span-dex (for elasticity). Third, lumbar inner protective equipment was verified through a subject assessment and a major assessment. This study showed high scores on appearance and functional satisfaction versus existing disc lumbar pads in the market. This study predicts that new waist protective inner wear can help the female patient`s health and social life because it has great functionality and can maintain outer line patterns.

간호실무에서 신봉이론(Espoused theories)에 대한 탐색적 연구

서문자,김혜숙,이은희,박영숙,조경숙,강현숙,임난영,김주현,이소우,조복희,이명하,지성애,하양숙,손영희,권성복,김희진,추진아 성인간호학회 2001 성인간호학회지 Vol.13 No.1

As a nursing practice involves nurses' actions in a specific context of health care, this study has focused on exploring the espoused theories in nursing practice within the action science perspectives, Espoused theories are the belief, principles, and rationale expressed by the practitioner as guiding her/his actions in a situation of practice. The data were analysed qualitatively and 25 elements of espoused theories of nursing action were identified and clustered into 6 categories. The 25 elements of espoused theories are as follows: The clinical nurse worked in wholistic and individual nursing, focussed on the patient's needed, comfort and supportive nursing (5 theories of nursing goal) ; excellent skills, knowledge based, assessment and data collection, explaining, educating or a scientific basis(6 theories of nursing intervention): advocacy, value oriented, treatment, account- ability and commitment(4 theories of nursing ethics) ; human respect. partnership, trust(3 theories of patient-nurse relationship) : knowledgable, accumulated clinical experiences and personally lived experiences. positive perspectives(4 theories of nurse), role of intervention. rewarding peer relationship(3 theories of situations) The above mentioned espoused theories are similar to that of nursing textbooks which students learned through basic nursing education and almost the same as the Acts ofa Nurse in Korean. However, we are doubtful whether nurses actually do as they think. Therefore. it is recommended to review the theories-in-use in order to and any discrepancies between the espoused theories and the reality of nursing actions

구강점막 부착용 케토프로펜 고분자 필름의 제조 및 평가

박진석,이상은,강봉석,이경록,이은주,박정숙 충남대학교 약학대학 의약품개발연구소 2014 藥學論文集 Vol.29 No.-

Abstract – The objective of this study was to prepare ketoprofen-loaded buccal adhesive patch. The adhesive patch was formulated by casting method using aqueous soluble polymer povidone K17 (PVP 17PF) as film-forming agent and hydroxypropylmethylcellulose (HPMC) as adhesive agent. To compare the effect of HPMC type, different molecular weight of K4M and K15M HPMC was used. The physicochemical properties of patches such as appearance, thickness, in vitro release, and adhesiveness were investigated. The concentration of ketoprofen was determined spectrophotometrically at a wavelength of 233 nm. The appearance of prepared patches was semi-transparent, light-yellow or almost colorless, and odorless. Thickness of each patches (n=6) was 0.895 ± 0.033 mm for K4M patch and 0.727 ± 0.036 mm for K15M patch. In vitro release test, both K4M and K15M patches showed over 20% release within 30 min. At 120 min, K4M and K15M patches demonstrated 95% and 67.5% release of ketoprofen, respectively, and up to 240 min, both patches released drug completely. Maximum adhesive force of K4M and K15M patches was 6.571 ± 2.703 gf and 2.735 ± 1.151 gf, respectively. Moreover, it took 28.29 ± 0.38 sec and 28.30 ± 0.34 sec for K4M and K15M patch to peel off them after adhesion, showing no significant difference. In conclusion, thickness, in vitro release, and maximum adhesive force could be modulated by alteration of polymer types.

누두흉 환자에서 Nuss 금속막대 제거 전 · 후 폐 역학 변화

강규식,백남순,김천숙,안기량,권진형,김지은,유시현 순천향의학연구소 2003 Journal of Soonchunhyang Medical Science Vol.9 No.1

Nuss operation is one of the surgical procedure for pectus excavatum and it's method is the insertion of convex steel bar under the sternum through small bilateral thoracic incision. As the patients is growing, the thorax can be compressed gradually by steel bar. So Nuss bar needs to be removed two years after Nuss operation. This study was undertaken to assess the effect on the repiratory mechanics before and after the removal of the Nuss bar. Twenty patients with previous Nuss operation were allocated for the removal of Nuss bar. Lung mechanics (dynamic lung compliance, static lung compliance, and airway resistance), hemodynamic change (heart rate, systolic pressure, and diastolic pressure), and pulmonary gas exchange (arterial oxygen tension, arterial carbon dioxide tension, pulse oximeter saturation, and end tidal carbon dioxide tension) were measured before and after removal of Nuss bar. Respiratory mechanics (dynamic and static lung compliance, inspiratory airway resistance), pulmonary gas exchange and hemodynamic parameter were unchanged before and after the removal of Nuss bar. We concluded that lung mechanics were not changed before and after the removal of Nuss bar in the patients with pectus excavatum and the 95% patients were satisfied with operation.

77K와 상온에서 CO(NH₂)₂의 ¹⁴N Pulsed NQR 연구

강재필,박영민,전인,김성재,최숙자,박현진,송승기,서용문 명지대학교 자연과학연구소 1996 자연과학논문집 Vol.13 No.-

77K와 상온에서 CO(NH₂)₂분말 시료의 ??N Pulsed NQR실험을 하여 위와 아래 공명 진동수, 핵 사중극 결합상수, 비대칭 인자, 스핀-스핀 완화시간, 결정 격자 진동에서의 평균 비틀림 진동수, 진동자의 관성 모먼트 등을 구하였다. 공명 진동수의 온도 의존성은 전형적인 Bayer이론의 격자 진동에 의한 주파수 변화를 보였다. Bayer-Kushida이론의 고온근사식을 실험값에 적용하여 OK에서 공명 진동수 ν??와 ν??를 구했으며, 77K와 상온에서의 스핀-스핀 완화시간 T₂를 관측했다. 상온에서 T₂의 감소는 결정 내의 reorientation motion과 관련이 있을 것으로 보인다. Upper and lower resonance frequencies, nuclear quadrupole coupling constants, asymmetry parameters, spin-spin relaxation time, average torsional frequency in the crystal lattice motion and moment of inertia in the oscillator are found for CO(NH₂)₂powder sample by using ??N Pulsed NQR(Nuclear Quadrupole Resonance) technique at 77K and room temperature. Temperature dependence of resonance frequencies showed frequency variation in agreement with the typical Bayer's theory in lattice motion. Resonance frequencies ν?? and ν?? at OK were obtained by fitting the high temperature approximation of Bayer-Kushida theory to the experimental data and spin-spin relaxation time (T₂) was observed at 77K and room temperature. Decrease of T₂at room temperature was explained by the effect of reorientational motion in the crystal lattice.

보리새우 乾製品의 맛成分 (1) : 遊離 아미노酸에 關하여 On free amino acid contents

姜晉順,金成姬,鄭承鏞,禹永淑 진주여자전문대학 1985 論文集 Vol.7 No.-

This study was made to analysis of taste compounds in extracts which may participate in flavor and taste, in dried Prawn. Penacus japonicus. The changes of such compounds during sun during as free amino acids were analyzed. The results are summarized as follows : Among the free amino acids analyzed, glycine, arginine, proline, taurine and alanine were found in large amounts in the raw extracts, the amount of valine, methionine, isoleucine, leucine and tyrosine were low. The free amino acids were not changed in composition but the decrease of total free amino acid was approximately 588 mg% during sun during. In sun dried prawn, glycine, arginine, taurine, proline and alanine were abundant too.

국내에서 파상풍의 연령별 면역혈청학적 역학연구

강진한,허재균,김종현,이경일,박수은,마상혁,이명숙,반상자,홍성화,조대현,이성호 대한감염학회 2001 감염 Vol.33 No.2

Background : The incidence of tetanus in adults and neonatal tetanus have been markedly reduced by world-wide use of DTP vaccines. But, tetanus is still one kind of major health problems in many developing countries, and several serosurvey stduies in developed ountries revealed that substantial proportions of adult opulation may lack immunity against tetanus and imunity level against tetanus is continuously decreasing by age. In Korea, tetanus outbreaks have been disappeared since the 1980s by high acceptant DTaP vaccination rates. Annually, few tetanus patient has been reported since 1990s. But, there knave been no seroepide-miological studies to tetanus, no trials to assess tetanuts immunizations. And we do not use Td vaccine in adults for maintaning tetanus immunity. In this aspect, we conducted age related survey of immunity to tetanus and indirectly assessed the immunogenecity of tetanus vaccines, used in Korea. Methods : For the evaluation of age related sero-survey of tetanus immunity in Korean population, study subjects were classified into 16 groups (A∼J group; below 10 years with one year interval, K∼O group; 11~60 yrs with 10 years interval, p group; over 60 yrs). The numbers of each group were 100, and sex distributions of each group were almostly equal. And far the indirect assessment of tetanus immunization in Korean children, children under 15 years old age were classified into 6 groups (I∼VI) according to the status of DTaP vaccination. The numbers of this each group were 50, and sex ratio was almostly equal. Specific IgG antibody to tetanus toxin were detected by ELISA. And the ANOVA repeated t-test was used to compare antibody levels in study groups. Results : In age related groups, the antibody levels to tetanus toxin were well maintained until 20 years old age group (L group), but thereafter the titers abruptly decreased below 0.1 IU/mL and over 75% populations among the groups over 30 years old age needed maintenance of protective immunity to tetanus. The antibody level of male was statistically higher than that of female in P group. In the groups related DTaP vaccination status, the antibody titer was very low in pre-vaccination group (I), but the titers after primary vaccinations were sharply increased and highly maintained until 15 years. Conclusion : The results of our study revealed that the immunity to tetanus was dramatically decreased in age groups over 30 years old. This result indicates that Td vaccination program in adults should be considered for maintenance of immunity to tetanus. And our study indicate that DtaP vaccination programs and vaccines, used in Korea, are effective for acquisition and maintenance of tetanus immunity in Korean children. (Korean J Infect 33:104~111, 2001)

특수교육 교육과정 국제동향 분석

강경숙,김진숙,정해진,황윤한 국립특수교육원 2004 연구보고서 Vol.- No.2

본 연구는 세계 여러 국가의 특수교육 교육과정의 개발 및 운영에 대한 정보를 수집하여 국제동향을 분석하기 위해 시행되었다. 해외 9개국과 국내의 특수교육 교육과정 개발 및 운영에 대한 동향을 살펴보고, 일반교육과정과 특수교육 교육과정의 연계성을 탐색하여 국제비교하여 향후 우리나라 특수교육 교육과정 수립 시 필요한 방향성에 대한 시사점을 도출하고자 하는 것이다. 제1장에서는 연구의 필요성 및 목적, 연구의 문제 및 내용, 연구방법. 연구의 제한점을 비롯한 연구의 개요를 기술하였다. 연구의 내용으로는, 첫째 특수교육 교육과정의 전체 교육적인 맥락을 파악하기 위해 각 국가의 교육제도 및 일반교육과정에 대한 개요를 파악하고. 둘째 특수교육 교육과정의 국가수준ㆍ지역수준ㆍ학교수준 개발에 대한 실태를 파악하고, 셋째 특수교육 교육과정의 운영 및 실제에 대한 실태를 분석하고, 넷째 특수교육 교육과정의 개발 운영에 대한 국제동향을 권역별로 비교ㆍ분석하고 시사점을 도출하여 향후 교육과정 개발을 위한 방향성을 모색하는 것이다. 이처럼 전반적인 교육제도와 일반교육과정을 함께 연구한 것은 특수교육 교육과정을 연구하는 특수교육관련 전문가만이 아니라 일반교육 교육과정 관계자와 교사들에게도 유용한 정보를 제공할 수 있을 것이며 일반 교육과정과의 관계성 정립을 통해 장애학생의 교육과정적 통합을 위한 토대를 구축할 수 있을 것이다. 연구방법 및 절차로는 우선, 일반교육과정 및 특수교육 교육과정 관련자료를 분석하여 동향 분석 준거를 설정한 후 외국의 한국교육원, 해외 거주 박사과정 및 해외연구원을 활용하여 국외 특수교육 교육과정 개발 및 운영측면에 대한 자료를 수집하였다. 또한, 해외 현지외국인 교사 및 관리자를 통한 설문조사와 면담조사, 국내 교육과정 운영자료를 수집 하기 위해 설문조사와 현장방문 및 면담조사를 실시하였다. 제2장에서는 선행연구 및 특수교육 교육과정 고찰을 위해 첫째, 교육과정 국제동향비교 관련 선행연구 고찰, 둘째 기존 특수교육과정의 변천 및 제7차 교육과정 고찰, 셋째 특수교육과정 개발 및 운영에 대한 내용을 소개하였다. 제3장부터는 각 장을 구성하고 있는 본 연구의 주요부분으로 특수교육 교육과정 국제동향에 대해 미국, 캐나다, 영국, 독일, 호주, 뉴질랜드, 일본, 중국, 홍콩을 중심으로 자료를 조사하였으며, 한국에 대해서는 교육과정 개발 및 운영 면에 대해 특정 교육청으로부터 수집한 자료와 특정 학교의 사례를 중심으로 기술하였다. 본 연구의 큰 주제는 특수교육 교육과정의 개발 및 운영이지만, 특수교육 교육과정은 그 나라의 교육제도 및 일반교육과정과 밀접한 연관성을 지니고 유기적으로 개발ㆍ운영되기 때문에 교육 전반적인 맥락을 알아보기 위해 각 국가의 교육제도, 일반교육과정의 개발 및 운영, 특수교육의 개관에 대해 먼저 살펴보았다. 본 연구의 주 핵심인 특수교육 교육과정의 개발과 운영은 면담 및 설문자료를 토대로 했을 뿐 아니라, 사진 및 교실구조도와 같은 교실현장의 자료를 토대로 특수교육의 장면 특히, 통합장면의 교육사례를 중심으로 구성하였다. 위 국가에서 연구된 내용을 중심으로 연구결론에서는 권역별로 나누어 특수교육 교육과정을 중심으로 국가간 비교를 하였다. 비교할 내용의 틀로는 첫째, 특수교육의 방향 및 관련법규, 특수교육 서비스전달체제와 같은 특수교육개관, 둘째, 특수교육 교육과정 개발 측면으로 특수교육 교육과정의 결정방식, 국가ㆍ지역ㆍ학교 수준의 교육과정 개발, 표준 및 가이드라인, 교육과정철학ㆍ목표ㆍ내용ㆍ평가 등 교육과정의 요소, 학급의 교육과정 운영 시 상위수준 교육과정과의 연계성 여부, 교육과정 적용 절차 및 시기, 교육과정 재구성에 대한 교사의 자율성 및 의사결정에 대한 국가간 비교를 하였다. 셋째, 특수교육 교육과정 운영 측면으로는 교사의 교육과정 운영에 대한 자율성 부여정도, 교육과정적 통합을 위한 일반교사와 특수교사의 협력, 일반교육과정으로의 접근 혹은 연계성, 개별화교육 계획과의 연계 측면, 교육방법과 교재활용과 같은 내용을 권역별로 비교하였다. 각 국가간 권역별 비교를 통해 향후 특수교육 교육과정 수립 및 일반교육과정과의 연계를 위한 시사점 및 제언을 도출하였다. 본 연구에서는 특히 거스를 수 없는 추세인 통합교육을 위해 어떻게 일반교육과정과 연계를 맺어야 하는지, 교사 간 협력을 어떻게 이뤄가야 하는지에 대해 초점을 맞추어 시사점을 도출해내었다. 각 국가의 특수교육 교육과정을 조사한 결과를 토대로 시사점을 도출하여 간단히 정리해보면 다음과 같다. 첫째, 세계 각국의 교육과정은 나름대로 국가수준ㆍ지역수준ㆍ학교수준의 교육과정 체제의 틀을 갖추고 있지만, 중앙 집중적이기보다는 지방 분권화되어가는 경향을 강하게 보이고 있다. 미국, 캐나다, 독일과 같은 경우는 각 주에서 독자적으로 개발한 교육과정에 따라 독창적으로 운영되고 있었다. 영국, 뉴질랜드, 중국, 일본, 우리나라의 경우는 국가교육 과정의 틀에 따라 교육과정이 구성되어 전달된다고 볼 수 있다. 특수학급의 경우 각국 공통적인 현상은 국가수준의 일반교육과정과 특수교육 교육과정이 있는 경우에도, 특수학급을 위한 학교교육과정 개발을 찾기 어려웠다. 특수학급을 위한 교육과정 개발은 지역수준 교육과정 지침에 의해 학급교육과정, 개별화지도계획 등으로 교사에게 일임되어 있는 상태이다. 둘째, 교육과정 개발 및 운영에 대한 교사의 자율권을 상당부분 제공하고 있다. 미국과 영국, 캐나다, 호주는 교육과정의 기준(standards)과 성취수준을 제시할 뿐 구체적인 교육내용이나 방법을 제시하고 있지는 않기 때문에 교사의 자율권을 상당부분 허용하고 있었으며, 독일은 주 수준에서 교육과정 내용을 제시한다 하더라도 구속력은 거의 없었다. 영국은 교사들의 교육과정 구성능력이 중시된 국가로서 교사가 스스로 개발ㆍ운영하는 데 무리가 없는 국가라고 자처하지만, 장애학생의 교육성과가 교사의 질에 전적으로 의존해야 하는 상황은 신중하게 검토해야 할 부분이다. 셋째, 전 세계적인 특수교육이 분리교육에서 통합교육의 방향으로 이동해 감에 따라 일반교육과정을 근간으로 특수교육 교육과정이 구성되어 운영되는 국가가 많았다. 캐나다, 영국, 홍콩, 호주, 뉴질랜드와 같이 유럽, 미주 지역과 그 영향권 하의 학교중심 교육과정 개발의 전통이 강한 나라들이 그러하다. 일본, 중국, 우리나라와 같이 기본교육과정이라는 특수교육 교육과정이 별도로 개발되어 있는 국가는 찾아보기 어려웠다. 즉, 많은 국가에서 일반교육과정으로의 접근, 혹은 일반교육과정과 특수교육 교육과정과의 연계성 측면을 상당부분 모색하고 있는 것으로 사료된다. 넷째, 특수교육 요구학생의 개별적인 필요에 맞게 고안된 교육과정이라 할 수 있는 개별화된 교육계획을 구성하여 운영하고 있었다. 미국, 캐나다, 영국, 호주, 뉴질랜드, 우리나라에서는 특수교육 요구학생의 교육과정이 IEP에 의해 이루어지도록 제도화되어 있었다. 미국과 캐나다에서는 학생의 학업 및 사회적 기능에 초점을 맞추어 IEP가 개발되고 있는 것으로 나타났다. 영국에서는 일반학생의 교육과정을 특수교육 요구학생의 수준에 맞게 수정ㆍ보완하거나 현저한 차이가 있는 경우, 다른 것으로 대체할 수 있도록 하였다. 다섯째, 일반교육과 특수교육의 팀 형성 및 교사간 협력관계를 토대로 특수교육 교육과정이 운영되는 것을 주목할 수 있었다. IEP를 구성할 때도 일반교사와 함께 논의하고, 학급운영에 있어서도 보조원의 지원을 받을 수 있을 뿐 아니라 교사간 팀 교수를 통해 통합 장면에서의 수업이 진행되는 것을 볼 수 있었다. 독일의 경우, 특수학교에 적을 둔 특수교육 대상학생이 일반학급에 통합되어 특수교사가 함께 일반학급에서 수업을 지도하였다. 홍콩은 통합교육을 국가주도적인 정책 방향으로 삼아 '전체학교접근'을 시도하였는데, 이는 학교전체적인 차원에서 협력하여 통합교육을 지지하는 것이라 할 수 있다. 이제 통합장면에서의 특수교육 교육과정의 운영은 협력을 떼어서는 생각할 수 없는 주제처럼 생각된다. 이 외, 영국에서는 일반학교에 특수교사 대신 특수교육코디네이터(SENCO)를 두고 있으며, 일본에서도 최근 이러한 유형의 코디네이터를 학교에 배치할 것을 계획하고 있는 것으로 나타났다. 이는 일반교육 안에서 특수교육이 함께 가기 위한 노력의 일환으로 보인다. 이처럼 일반교육과 특수교육의 일원화된 체제를 지향하기 위해 독일의 특수교사 양성 교육과정에서는 교육학 일반 및 일반교과가 특수교육 전공보다 많았으며, 홍콩과 같이 일반 교사 및 특수교사 양성체제가 이원화되어 있지 않고 일반교육을 교육받은 후 이를 토대로 특수교육을 전공하거나 연수를 통해 특수교육을 이수하게 하는 경우는 처음부터 일반교육 과정과 특수교육과정이 별개로 운영되지 않을 수 있다는 단초를 제공한다. 그리고 특수학교에서의 통합교육을 모색하고 있는 중국의 경우, 지역사회에서 특수교육적 자료를 제공 하고 상담하는 리소스센터로 거듭나기 위해 학교를 개방하고 있었는데, 통합장면만이 아닌 특수학교에서의 교육과정의 개발 및 운영도 일반교육의 그것과 더불어 함께 논의되어야 한다는 점을 강하게 시사한다. 끝으로, 본 연구에서는 향후 일반교육과정과의 연계성을 고려한 특수교육 교육과정의 개발 및 운영을 위해 일반교육과정의 개정 작업 시 특수교육전문가가 참여할 것을 제안하는데, 이는 경도장애학생의 경우 당초부터 특수교육 요구학생으로 낙인되지 않고 구제될 수 있도록 모든 학생을 고려한 보편적인 교육과정을 개발하는데 특수교육적 고려를 포함 할 수 있기 때문이다. 교육의 내용 뿐 아니라 교육방법 면에서도 차별화된 교수법 등의 제안으로 일반학급에서 장애학생이 통합되어 교육과정이 운영될 수 있도록 다양한 노력이 요구된다. The purpose of this study was to analyze international trends of development and management of special education curriculum in nine countries. The results of this study will help establish direction for the development of special education curriculum in Korea. Chapter 1 describes the needs for and purposes of this research, research questions, research methods, and limitations of this study. Sections on each country have the following structure : the education system and general education curriculum ; the development of special education curriculum at the national, local, and school level ; the management of special education curriculum and current practices in local schools: and implications for establishing direction for the development of special education curriculum. This study will serve professionals in both general education and special education field since it emphasized the perspective by which special education was viewed as part of the general education system. The focus was on investigating the relationship between general education curriculum and special education curriculum. This study attempted to establish foundation for curricular integration of students with disabilities. In terms of research methods and procedures, first, researchers developed a framework for the analysis of international trends based on literature review. Second, researchers collected data on the development and management of special education curriculum through local research assistants from the countries. Third, for the nine countries, school teachers were surveyed and interviewed on special education curriculum. Chapter 2 reviews existing literature on international trends of curriculum, current special education curriculum, and the history of the development of special education curriculum. Also information on the development and management of special education curriculum in Korea was provided. In the following chapters, data on special education curriculum from nine countries including USA, Canada, UK, Germany, Australia, New Zealand, Japan, China, and Hong Kong were analyzed. Particularly, for Korea, the description centered around the analysis of data from a District Office and case studies of local schools. Main topic of this study was the development and management of special education curriculum. However, special education curriculum can not be discussed without considering the context of general education system and curriculum. Therefore, first, reviewed were education system in general and development and management of general education system for the nine countries. The development of special education curriculum was presented at the national, local, and school level, and management of special education curriculum was described based on interview data, survey responses, pictures, and case studies. In the results section, international data on special education curriculum was compared and contrasted by the region. The framework for the comparison include (1) special education overview including special education trends, law and policy, special education service delivery system, (2) the development of special education curriculum including curriculum decision-making process, the national, local, and school level curriculum, standard and guideline, curriculum philosophy, elements of curriculum such as objectives, contents, methods, and assessment, link to the upper level curriculum, curriculum implementation procedures, teacher autonomy in curriculum restructuring, (3) the management of special education curriculum including teacher autonomy in the management of curriculum, collaboration between special education and general education teachers, link to general education curriculum, link to IEP, instructional methods, and use of text books. Based on the regional comparisons among countries, implications and suggestions were drawn. In particular, the focus was on how to connect general education curriculum with special education curriculum, and how to encourage collaborative relationships between teachers. The implications are as follows. First, although curriculum in the countries had different levels of curriculum such as the national, local, and school-level curriculum, the international trends moved toward localization from centralization. Countries including USA, Canada, Germany implemented the state-developed curriculum while countries such as UK, New Zealand, China, and Korea developed curriculum within the framework of the national level curriculum. With regard to curriculum in special education classrooms, reviewed countries appeared to share a similar trend. That is, even in the cases that had the national-level general and special education curriculum, the national-level curriculum for students in special education classrooms were not found. In most cases, curriculum for students in special education classrooms was often developed by teachers based on local curricular guidelines. Second, autonomy in the process of the development and management of curriculum was provided for teachers. For example, in USA, UK, and Canada, standards and achievement objectives were presented in the curriculum leaving out contents and instructional methods. In Germany, even though curriculum was presented at the state level, it was not mandatory. In UK where teachers' ability of curriculum development was traditionally valued, careful considerations were needed : because outcomes of students with special education needs solely depended on teacher quality. Third, as the international trends of special education moved toward inclusive education, more countries developed special education curriculum based on general education curriculum. For example, countries such as Canada, UK, Hong Kong, Australia, and New Zealand did not have separate special education curriculum at the national level. Many countries appeared to exert their effort to integrate special education into general education. Fourth, individualized curriculum for students with special education needs were used in many countries including USA, UK, Canada, Australia, New Zealand, and Korea. In USA and UK, curriculum for students with special education needs tended to focus on academics and social function, while in UK, general education curriculum was accommodated to meet the needs of students, or alternative curriculum was used in case the academic gap was too large. Fifth, it was noted that the management of special education curriculum was based on the collaborative relationship between general education teachers and special education teachers. It was observed that the collaboration was in place in the development of IEP, support of teacher aides, and co-teaching. In Germany, students enrolled in special education schools were integrated in general education classes, and special education teachers from the special school taught in the general education classroom. In case of Hong Kong, a national policy called 'whole school access' was tried in which inclusion was supported at the whole school level. That is, the management of special education curriculum can not be successful without collaboration among educators. In U.K, there was a SENCo, special education needs coordinator instead of special education teacher in general education schools. This system was scheduled to be in place in Japanese schools. This seemed to be an effort to integrate special education into general education. Another effort could be found in Germany where special education teacher training programs included more general education courses than special education courses. In Hong Kong, the teacher education systems were not even separated. That is, teachers who have completed course requirements for acquiring general education teacher certificate can major special education or attend to special education in-service to be special education teachers. This system appeared to provide head start for the integrated education system. In case of China where inclusive education in special education schools were considered, educators strongly indicated that the development and management of curriculum for students enrolled in special education schools should also be discussed. Finally, this study suggests special education professionals participate into the process of the general education curriculum revision in order to develop and manage special education curriculum that is well-connected with general education curriculum. By doing this, the development of universally designed curriculum can be empowered by widening the range of audience the curriculum covers. This, in turn, will eliminate the needs for the identification of students with mild disabilities since the universally designed general education curriculum would meet these students' needs. Successful implementation of curriculum for students with disabilities in inclusive settings requires consistent efforts from all stakeholders in education.