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오늘날 한국에서 特殊敎育의 큰 과제중의 하나가 重複障害者에 대한 교육의 문제이다. 특히 정신연령이 낮은 精神薄弱兒童의 敎育과 職業 문제를 무시할 수 없는 것이 아니겠는가? 이 硏究의 目的은 우리가 어떻게 盲精神薄弱兒들에게 적절한 교육을 시켜 행복한 사회인으로 復歸시킬 수 있느냐 하는 문제이다. 現在 美國에는 5세부터 17세 사이에 約 4,000명 이상의 盲精薄兒童이 있을 것으로 推定하고 있다. 이것은 盲人人口의 約 14%를 精神薄弱兒로 추정한 것이며, 또한 例로서 Walter E Fernald 주립학교의 2.100명의 精神薄弱 兒童들 중에서 約 240명 이상이 盲人(法的基準으로 20/200)임을 발견했다고 報告하고 잇으며, 또한 Dr. Hayes의 報告에 의하면 1941년 부터 1945년 까지 Perkins 盲學校生 159명, 幼稚部盲兒童중에서 知能指數 70이하가 17명으로 約 15%였다는 報告를 하고 있다. 여러가지 統計資料를 綜合 分析 해볼 때 盲兒童들 중에서 知能指數가 70이하가 10-14%이고 知能指數 71-80까지가 10-20%로 推定하는 것은 큰 矛盾이 없는 줄 안다. 다시 正盲者와 盲人을 比較 硏究한 Dr. Terman의 報告에 의하면 正眼者 2,904명을 대상으로 調査해본 결과 知能指數 70이하가 2.2%였으나, Dr. Hayes의 報告에 의하면 1.06%로 顯 한 差異를 볼 수 있다. 이와 같은 盲重復障害者들의 原因을 살펴 보면 가장 큰 原因중의 하나가 "Retralental Fibroplasis"로 出産時 유리관속에 넣어서 산소 공급이 過多한 상태로 발생할것이 34.2%를 차지하고 있음을 볼 수 있다. 盲精薄兒童들의 敎育問題는 역시 중대한 문제성을 지니고 있다. 이들을 受容할 Placement (敎育機關)을 어느것으로 擇하느냐, 다시 말해서 盲敎育機關이냐 精薄兒機關이 適合하냐 하는 문제는 많이 論難이 되어 왔다. 대부분의 의견으로서는 精薄兒敎育機關보다도 盲敎育機關에서 맏아 特別敎育을 시키는 것이 妥當한 것으로 생각하고 있다. 우리나라의 實情으로서는 이들을 위한 盲學校속에 EMR 정도의 特殊設置와 한편 盲人으로 知能이 극히 낮은 TMR 정도의 盲人이라면 精薄兒를 위한 敎育施設에 受容하는 것이 좋다고 생각한다. 이들을 위한 特殊學級이나 特殊指導의 첫단계로서는 心理的檢査, 醫學的診斷, 그리고 寄宿施設이 가장 시급한 일중의 하나이다. 다음으로 이들을 위한 교육Curriculum을 어떻게 만들 것인가 하는 것도 중요한 문제인데 여기에는 ⅰ) 健康管理 (ⅱ) 言語敎育 (ⅲ) 讀書(點字)指導 (ⅳ) 數의 槪念 (ⅴ) 職業敎育 (ⅵ) Guidance and Counseling 등 이와 같은 것들이 重要한 課題이라고 본다. 현재 한국에서는 이들이 特殊學級施設이나 特別指導를 못받고 있는 實情이나, 이들 역시 人權을 가진 人間으로서 敎育의 權利를 박탈 당할 수는 없는 것이다. 하루속히 이들을 위한 適切하고 實際的d니 교육이 실시 되기를 바란다.
現在 全國的으로 設置 運營되고 있는 特殊學級의 擔當敎師를 對象으로 質問紙法을 通하여 特殊學級 敎師의 敎職觀 實態를 調査 分析하였다. 調査對象은 現 特殊學級 敎師 210名(男 176名, 女 34名)으로서 平均年齡은 34.1歲이고 平均敎師經歷은 12.21年이었다. 調査方法은 全 特殊學級 敎師에 대한 全數調査를 했으며 20個 問項으로 構成된 質問紙에 無記名으로 應答하게 했다. 調査其間은 1974年 7月 15日부터 1974年 8月 20日가지였고, 質問紙 回收率은 100%로서 (1枚는 統計處理 卽後에 回收됨) 特殊學級 擔當敎師들은 積極的이고 觀心있는 參與와 協調를 보였다. 調査結果에 대한 分析을 通하여 얻은 結論은 다음과 같다. 1) 特殊學級 敎師가 特殊學級을 보는 一般的인 特殊學級觀에 대한 調査에서는 全般的으로 보아 肯定的인 水準에 이르지 못하고 있다. 特殊學級의 意義度 및 設置目的에의 符合度는 대체로 中下程度의 滿足水準에 있고 特殊學級에 대한 特殊學級 敎師 自身의 理解度와 特殊學級의 敎育效果度는 平均的으로 中程度의 滿足水準으로 나타나고 있다. 2) 特殊學級 敎師의 特殊學級 指導 및 運營에 關한 調査에서는 全般的으로 生活中心의 精薄兒敎育 보다는 學力回復, 遲進兒의 學力促進 및 不振兒敎育에 치우치고 있는 傾向性으로 나타났다. 特殊學級 敎育의 重點指導 目標領域을 主로 基礎學力 向上에 두고 있으며 국어, 산수의 3R's 中心인 型式敎科를 中心科目으로 强調하여 指導하고 있다. 현 敎育課程의 改善과 特殊學級 實情에 符合된 別度의 特殊學級 敎育課程 作成을 要望하고 있으며 特히 學習資料와 地域社會의 理解 協助는 最低의 滿足水準으로 나타났다. 3) 現 特殊學級은 一般學級과 有機的 協力的 關係를 맺지 못하고 있는 實情으로 나타났다. 一般學級과의 統合的인 敎育活動에 相當히 努力하고는 있으나 一般學級 兒童과는 實質的으로 分離된 學校生活이 이루어지고 있는 傾向이다. 特殊學級에 대한 一般敎師의 態度와 理解程度는 中정도의 滿足水準이지만 一般兒童은 特殊學級을 이상스러운 눈으로 보고 있는 것으로 나타났다. 4) 特殊學級 敎師觀에 대한 調査에서는 特殊學級 擔任의 動機가 自意보다는 半他意가 比較的 優勢하게 나타났고, 要求되는 資質로는 철저한 使命感과 兒童의 心理的 理解가 重要度 順位에서 높게 나타났다. 現 特殊學級 敎師의 評價 및 待遇의 滿足度는 中下정도의 水準으로 나타났고, 業務量은 매우 過重한 부담이라 反應하고 있다. 5) 特殊學級의 當面問題는 學習資料의 開發 供給과 行政的 支院이 가장 切實하게 대두되었고, 敎育課程의 再考, 地域社會 및 學父母의 理解 協力, 敎師硏修, 判別道具, 一般學級의 協助, 奬學指導 등의 順으로 그 重要度가 나타났다. The existing state of the teaching viewpoint of the teachers at the special classes was examined and analyzed through the questionaire method. The subjects of this study were 210 teachers (176 males, 34 females) taking charge of the special classes at present. The investigation was the complete enumeration of the whole country, and the period of the exam was from July 15, 1974 through August 20, 1974. The results from the analysis on the exam was concluded as follows. 1. The special teachers' general point of view on the special classes was not reached to the positive level. 2. There was generally such a tendency as they gave much more consideration to recovering the academic achievement on the educationally retarded children than to the life-centered education on the mentally retarded. 3. The present special classes were shown not to have the cooperative relationship with the regular classes. 4. The level of the general teachers' attitude to the special classes and the degree of the understanding was about at the middle, but it was shown taht the regular children regarded the special classes as strange ones. 5. In this research, it was shown that the teachers' motive to take the special classes was comparatively to be more reluctant than to be willing. 6. It was shown that the evaluation and treatment for the special teachers was at the low level of the satisfaction, and their works were too much. 7. The urgent problems in the education of the special classes was shown with the next order in the significant level; to develop and to supply the learning materials, to strengthen the synthetic administrative supports, to develop the curriculum for the special classes, the parent's understanding and cooperation, theacher's training, the development of psychological tests for the identification of the mentally retarded, to improve the cooperative relationship with the regular classes, and so forth.
In this study, the results of analyses and discussions on the possibility of the education for the gifted was included as follows: 1) The needs in the education for the gifted are urgent in our country today. 2) The education for the gifted have to carry out in accordance with the principles of development of creativity and harmonized education. 3) The criterions in the identification for the gifted should be based on intellectual talents and creative talents. 4) The education for the gifted could be achieved effectively according to the methods of variety such as Nongraded System, Advanced Placement program(APP), and Enrichment System, and so forth.
The occuring rate of the myopia (near-sight) is 8.74 in Korea school children, and 16% of fresh pupils of school for the blind are partially seeing and three increase every year. But doesn't established appropriate educational service for them. Some results of into a educational program for the partially seeing are as follows. 1. The educational pratially seeing are those who have a visual acuity between 0.04 and 0.3 in the both eyes and the occruing rate is about from 0.12% to 0.12% 2. Since special educational service for the partially seeing began in U.S.A. (1913) and Japan(1932), the Sight-Saving class has developed to various types such as the cooperative class plan. 3. In general the peronality of the partially seeing is quite same with that of the nermally seeing. There is no meaningful differences of I.Q on each groups, but the partially seeing is more introversive, often has day dreams and a little retarded on achievement. 4. Aims of education for the partially seeing is same with that of normally seeing. Sight Saving and utilizing residual senses should be empahasized. 5. It needs to take notice of use Large printing books, references, and appropriate class room light (20 candle power), and magnifying glasses, should be needed for them, that to be supplements of seeing aids. And it is also needful to teach them on individualized program. 6. To promote educational planning and practive of education for the partially seeing, it is needful to study the dontinous survey of partially seeing, developing psychological test, educational materials and teacher's educational program. A Comparative study on the rising attitude of parents of mentally retarded and crippled children. Rhee, Sang Chun, YoungHa. Won, Myung uk, Chun, Joe ill. Park, ok su. Rhee, Jae Ho. (Daegu School for the Memtally Retarded Abstract Looking into that kind of attitude that parents of the mentally retarded and the crippled children have, will be of much meaning in largely effecting the attitude of these childrens parents. The purpose of this study is as follows. 1. Consideration of the difference of the rising attitudes of parents of mentally retarded and crippled children. 2. Considertion of differences of the attitudes of fathers and mothers of crippled children. To accomplish the above purpose a questionaire was prepared The questionaire consisted of ten catagories of different attitudes, each catagory divided into ten questions, making a total of 100 questions. This was then sent to each family requesting them to answer. This questioraire surveyed the attitudes of 100 parents of children attending Daegu school for the mentally retareded and 62 parents of children attending Daegu school for the crippled. A CR test was done on the survey and the results were diagrammed. The results are as follows. A. The parents of the mentally retarded and the crippled children displayed 4 different attitudes towards rising their children. They are passive and rejecing type, a "doting-upon" type, an "obeying type", and a disagreeing type." In the result of CR test appeared significant differentials at P <. 001 level in types and the significant differentials at P < 0.1 level in active rejective types. These five types are on the more dangerous areas in the parents of the mentally retarded than the crippled children group. B. Between the father's and mother's attitude of the crippled children's group, there was displayed no significant differences in statistics. They were in both the dangerous are a concerning the anxious "doting-upon" and the obeying types.
This theses have been attempted to aid educational programs for gifted children. Summary by this study, are as follows: 1. Educational programs and study for gifted children progmoted by Lewis M. Terman in 1920, and actually accumulated to national needs from the end of 1950 2. Needs of educational programs for gifted Children show point of Views; to establish democracy education, development of man power, and to meet explosion of knowledge, acceleration of social transformation, and to expend special education programs. 3. In identification for gifted children, there are two major means by standardized tests and teachers observation. Gifted children are distinguished 90 per cant by standardized tests. But some gifted children who are not indentified by tests as being gifted can be identified teachers' observation. The number of such students that the teacher has to locate by observations will be higher in certain lower-class of foregin speaking than in more normal communities 4. Practical programs for gifted children are ① Grouping by ability of class and classroom enrichment ② Accelerderation by skipping of program and nongraded primary school, ③ Enrichment of curriculum by horizontal enrichment, vertical and supplementary. These programs are associated with the other.
This study was performed for understanding the actual condition of use of hearing aids on 483(289 in male, 194 in female), students with severe hearing loss in primary, middle and high school for the deaf. The results of this study show as follows: 1. The using average rate of hearing aids is low in 14.9%(72 in 483 persons) and shows the difference by classes or schools. 2. The started age of education is the slower, the using average rate of hearing aids is the lower. 3. Age of hearing loss is the slower, the using rate of hearing aids is the higher. 4. There could not recognize a certain relationship between the using rate of hearing aids and causative diseases history of hearing loss. But the user of hearing aids by the acquired in hearing loss is any more than those by the congenital. 5. In the using rate of hearing aids by residual hearing, the more students of residual hearing is higher than the low students. (The residual hearing within 70dB showed the using rate of hearing aids of 30 percent and over, but those of 70dB and over showed the using rate of hearing aids of 16.5 percent.) 6. Age of hearing loss in clinically and age of finding the children with hearing loss by their family is different as following. Age Cases of Hearing Loss Cases Finding Hearing Loss by Family within 2yrs 65.2% 16.9% within 2-4yrs 28.3% 54.1% on and after 4yrs 6.5% 29.0%
The purpose of this study is an attempt to define Seguin's achievement in the history of the education for the mentally retarded through the study of the appearance and development of the education of the education for the idiot in France, which can be called the early stage of the modern education for the mentally retarede, at the beginning of the 19th century. 1. The ill treatment of the mentally dernged person in France, mainly at Bicetre and Salpetriere, made the reformers and philanthropoists pay attention to the problem with the bourgeoisie revolution in the country. Pinel, after taking office as the director of Bicetre, launched a great reformation, practising his original method called "Moral Treatment". Esquirol aligned himself with Pinel's way of treatment, but he doubted the possibility of improvement of the idiot. Oppsoed to Pinel who confused idiots with the mentally deranged person, he divided the former from the latter, and took them as an independent object of investigation. Belhomm maintained in his thesis that idiots could be improved, if educated according to the degrees of their intellectual development. By the way Leuret expressed his deep consideration and expectation in the adaptation of the "Moral Treatment for the Mentally Deranged Person," to the education for the idiot in hs thesis in 1846. The investigation and development of the way of the treatment for the idiot achieved in Bicetre and Salpetriere gave Seguin the practical foundation for his study on the medical tretment and education for the idiot. 2. The experimental education with "Wild Boy of Aveyron" for five years from 1799 by Itard was highly estimated estimated unexpectedly in spite of his own disappointment on the result. Especially Seguin adapted the result fo the experiment to the education for the idiot to develop the physiological method of education on the ground of the neurological hypothesis. Seguin's physiological method of education is based on Rousseau's naturalistic method of education, saint-simon's trinitarian view on education for the harmonious and of education, Saint-Simon's trinitarian view on education for the harmonious and general development of the idiot, Perier's method of education for the deaf, and Itard's principles derived from the experiment with wild boy that "the training of sense should be emphasized in the intellectual training and moral training". And his process to achieve the final aim of the moral training in the education of the idiot consists of five stages, that is, physical training, neurolocial and sensual training, the education of general ideas, the training of the thinking ability in the abstract, and moral training. His unique theories of education contain in his book, "Treatment Moral, Hygiene et Education des Idiots et des Autres Enfants Arriere", published in 1846. 3. The development of the educationf or the idiot was able to take place through the efforts and experiments of the forerunners, who had endevoured to grarantee the right, treatment and education of the idiot, in the social background of the bourgeoisie revelution period, and the combination of humanism and scientism found in the process of development formed the main stream in theappearance of the education for the idiot at the beginning of the 19th century. Seguin's adaptation of the scientific method to the education for the idiot for the first time not only marked a turing point in the history of education for the mentally retarded, but had a great effect upon the development of the educational thoughts for them. Seguin's thought contained in his educational thought for the idiot that the essential principle of the development can be found in the idiot, contributed greatly to the establishemnt of the concept on the basic human right called "the guarantee of the right of development" on the ground of his firm conviction to the possibility of the development of humen capability and his hard effort for it. Through his contribution to the development of the education for the mentally retarded, the idea of "the right of the idiot to be educated" could be secured, which in the history of education, marked a turning point for the enlargement of the public education, and considering the present situation of education, we should succeed to his ideas on education and try tom make it develop toward the direction.
本 硏究는 現在 釜山에서 設置中에 있는 訪問敎師制의 運營實態를 把握하고 訪問敎師에 대한 敎職觀을 調査 分析하였다. 調査對象은 現訪問敎師 20 名(男6名, 女14名)으로서 平均年齡은 38.7歲이고, 平均敎職經歷은 11.3年이었다. 調査方法은 全 訪問敎師에대한 全數調査를 實施하였으며, 17個 問項으로 構成된 質問紙를 使用하였다. 그리고 實態把握은 硏究者가 直接 現地 調査하였으며, 調査期間은 19*77年 4月 20日 부터 1977年 6月 30日까지였다. 그 重要結果를 要約하면 다음과 같다. (1) 訪問敎師制 運營實態 1) 1963年 3月에 釜山市內 重症肢體不自由兒童 128名을 위하여 28個의 家庭訪問制 學級을 開設하여 同年 7月 當時 國家再建最高會議 議長으로부터 特別 補助金을 下賜받아 1964年 3月 入學式을 거행한 것이 韓國最初의 肢體不自由兒에 대한 學校敎育의 試圖였다. 2) 敎師 1人當 5-6名의 兒童을 擔當하여 國民學校 敎育課程에 準하여 初等敎育을 實施하고 있으며, 年間 200日以上의 授業日數와 하루에 1人 2時間 以上의 個別課程을 갖고 있다. 3) 主로 國語, 算數等의 形式敎科를 中心敎科目으로 重視하고 있으며, 其他科目은 全體의 5% 水準에서 指導하고 있다. 아울러, 治療矯正, 個人差考慮, 自學自習能力 訓練, 技能勞作 敎育等의 方針에 依하여 實施하고 있다. 4) 年間 1回以上의 兒童作品展示會와 社會見學을 實施하고 敎師自體硏修를 通한 資質向上도 기하고 있는 實定이다. (2) 訪問敎師의 敎職觀 1) 一般的인 敎師觀에서는 大部分의 敎師가 敎育的인 使命感(40%)과 奉仕精神(25%)을 갖고 있으며, 本制度가 目的과 理念에 잘 符合되고 있어 訪問敎師制의 效果를 높이 評價하고 있다. 2) 指導 및 運營觀에서는 全般的으로 보아 基礎學力向上을 第一 重視하고 있으며, 따라서 形式敎科인 國語, 算數指導에 가장 많은 時間을 割愛하고 있다. 그러나 諸般環境에 대해서는 조금 미비하다는 傾向을 띠고 있으며, 運營上의 애로점으로는 敎師의 生活保障問題를 가장 크게 指摘하고 있다. 3) 一般學級 및 社會화의 協力關係에 있어서는 매우 否定的인 反應을 나타내고 있으며 非協調的이고 無關心하다는 見解가 支配的이다. 그리고 訪問敎師는 社會으로 낮게 評價되고 있다는 것에 60%를 反應하고 있다. 4) 時間敎師의 敎師觀에서는 大體로 一致敎師와 비슷한 傾向으로 週當 指導 時間敎는 21-25時間 程度였으며, 月報酬는 平均年齡이나 經歷에 비추어 낮은 實情이다. 역시 要求되는 資質에 대한 反應에서도 숭고한 使命感을 가장 重視하고 있는 것으로 나타나Teki. 5) 訪問敎師의 當面問題에 있어서는 敎師의 法的인 身分保障(敎師 任命)과 碇泊特殊學級과 같은 法的, 制度的 體制確立을 가장 重要한 項目으로 들고 있으며, 다음으로 處遇改善, 資格證取得, 硏修會開催, 行, 財政間 支援等과 6個項의 重要한 當面課題를 提示하고 있다. The study was aimed at looking into the operation of the Initerant personnel Plan being implemented in Pusan and analyzing the teachers' view on their job. The suhjects of this study were 20 teachers (6 males, 14 females) taking charge of the Itinerant personnel at present. Their average age was 38.7 and their working experience int his field averaged 11.3 years. A questionaire consisting of 17 questions was used to evaluate the attitudes of them towards their career. The period of the exam was from April 20, 1977 to June 30, 1977. The results a btained from the research ae as follows; 1. The operational Situation of the Itinerant Personnel plan . (1) A plan of the progrm staryted in march 1963 with 28 Itinerant Personnel Classes for 128 children with servere crippling and in July of the year the plan was encouraged with the donation by then chairman Park of the Supreme National Reconstruction Committee. The plan was realized with the opening ceremony of the classes held in Marvch 1964. (2) Every teacher takes charge of five or six children, giving each student lessions on the level of primary school more than two hours daily over 200 days a year. (3) A great emphasis has been placed in the so-called formal subjects such as the korean language and airthmeic, while other subjects comprise only five percent of the whole curricula. Treatment and correction, individual difference in ability, habit forming of self-study, coordination training through making things have been carefully taken into consideration. (4) The exhibition of works done by the children have been held more than once a year. Study trips were often made to give them chances to have contact with society. Study trips were often made to give them chances to have contact with society. Teachers are put in the self-training courses. 2. The Itinerant Personnels' View on the Education. (1) Many of the teachers have a sense of duty(40%) and service spirit (25%). this is a stuimulating tendencygoing with the purposes and ideals of the plan, with the result that the system has been ebaluated highly successful. (2) The administrators and teachers attach importance to the improvement of basic knowledge in the overall subjets, especially formal subjects such as the Korean language and arithmetic. It has been pointed out that the facillities and general tecahing conditions are not good enough to meet the requirement, and that there are also difficulties in guaranteering the welfare of the teachers owing to the limeited budget. (3) The relationslhips ad cooperation between the program and community including public schools are considered to be poorer than they should be. It was found that the program needs more positive support form the public. Sixty percent of the teachers subject to the survey responded that they are regarded as being less improtant than the public school teachers. (4) The itinerants' view on the education is almost similar to that of the puyblic school teachers. They work for about 21-25 hours a week, which is generally equivalent to the working hours of the public school teachers, but their income is much lower in regard to their average age and experience. The status quo incoitably poses a phenomenon that the teachers working for this program require more sacrificial spirit and sublime sense of duty. (5) Guaranteeied legal status of teachers(appointment of teachers by the authorities) and the implementation of formal classes for the Phusically Handicapped as in the Special Class(mentally retarded) are among the top priorities to bedealt with by the financial and administrational support, training program for the teachers, the acquirement of the spiceal education teachers' license and better payment plus other six urgent problems.
We have observed an opportunity and condition that has received educational service to independent and surmount handicap of their mental and physical develppment, thour호 school education for Korea Exceptional Children. And proposed the desiliable suggestion of improvement for planning and practice of vocational education. The methods of investigation are used interviewing and questionaire for 15 Schools and 123 exceptional children. The result of the study as follows; 1. That system of Kwangil (23AD) established Sylla period, adopted and protected for the mental and physical handicap by the government. This system replace with social system [Guholjounchik](1973 AD) in Y-dynasty. And the blind worked with priest of blind [Meng seoug], (盲僧) [Kiooje) (祈雨祭) about the middle the time of the Goryo-Dynasty(高麗) 2. That Ryu Kiljun inspected Exceptional School of Europe in 1985 AD. The modern exceptional school established in 1898. The Blind and Deaf department of Jaesyengwon established in 1913, attempt the modern vocational education for the exceptional children. The professional vocational educational system established for then in 1960. 3. The result that analyzed and observed the actual condition of vocational education of Korea exceptional school are as follows; (1) Exceptional schools began the vocational education faster than common school. (2) Aims of vocational education of exceptional school are acquirement of skills for employment after graduation. (3) Curriculum of vocational education is determined by principals or teachers. Type of Ouccupation is 13 in school for the blind, 23 school for the deaf. 9 school for the mentally retarded, 15 school for the crippled, and apportion time of Cruuiculum are 2-4 hours. (4) The state of things of application for plan and practive of vocational education are 29%. (5) Guidance of employment and follow-up service depend on teachers of apprentice and their paents' agreement. (6) Teachers in charge of vocational guidance are almost 30 years old. Rate of qualification card of educational official is 45.9%. (7) The state of things of difficulty and proposition of teachers in charge of vocational guidance consist in enlargement of the will to employment, expansion of practice in Situation professional drill of teachers, co-operation of community, cultivation of a new market, establishment of relief law for the handicapped children, reingorcement of vocational education by Ministry of Education, etc. 4. The result of analysis and observation about job for the ixceptional children are as follows: (1) excetpional children who enter the school over the Suitable school age are interested in imployment after graduation, (Blind children 96.4%, Deaf children 88.7%, Crippled children 89.3%) (2) Although tese have been some taste(88.6%) special ability are 36.6%, those who know thier ability are 43.1%. (3) Exceptional children who want jobs that are ale to support himself are 61.8%. Type of occupation that they think possible are 28 by blind children, 31 by deaf children, 42 by clrippled. Their type of occupation are more concrete and various than their teachers think. (4) Important elements that they succeed in vocational life are "honesty" and "Steady effort". Their difficulties in the employment are being misunderstood by the people, and to discover jobs which sity their hands and to have the professional, educational opportunity.