일반병동에 입원한 소아 호흡부전에서 고습도 고유량 비캐뉼라의 유용성

송근백 忠南大學校 大學院 2020 국내석사

Purpose This study evaluated the clinical effects of Heated humidified high flow nasal cannula (HHHFNC) treatment in pediatric patients with respiratory disease and respiratory insufficiency. Methods We retrospectively reviewed the medical records for the clinical features and tests performed in patients admitted to the Chungnam University Hospital pediatric ward and treated with HHHFNC between July 2014 and December 2018. We evaluated the effects of HHHFNC treatment in patients with bronchiolitis treated with oxygen using nasal prong. Results The 136 children treated with HHHFNC during the study period and the median age was 8 months. Among the 136 patients, 39 (28.7%) were diagnosed with bronchiolitis and pneumonia, 42 (30.9%) with pneumonia, 28 (20.6%) with bronchiolitis, 3 (2.2%) with epilepsy. Thirty-five patients (25.7%) had underlying neurological disorders. Fifty one (37.5%) received invasive ventilator treatment. After HHHFNC treatment, venous blood gas analysis (VBGA) showed a pH increase from 7.32 to 7.37 (P<0.05) and a decrease in partial pressure of carbon dioxide (pCO2) from 53.1 to 46.2 mmHg (P<0.05). The respiratory rate had decreased from 46.3 to 43.3/minute (P<0.05). There were no statistically significant differences in hospital stay duration or ICU admission rates between the HHHFNC treatment and control (oxygen therapy with nasal prong) patients with bronchiolitis before the introduction of HHHFNC. Conclusion In this study, in various diseases leading to pediatric respiratory insufficiency, HHHFNC treatment may improve physiologic parameters at pediatric ward. HHHFNC was also effective in patients with underlying neurological disorders and those with respiratory insufficiency from non-respiratory infectious disease.

광주지역 청각장애인의 평생교육 프로그램 이용실태 및 요구조사

김지영 조선대학교 대학원 2016 국내석사

This study was investigating the current status and the needs of lifelong education among individuals with hearing impairments in Gwangju. The purpose of this study was providing fundamental data that can be used in developing and distributing appropriate education program for individuals with hearing impairments. The questionnaires for welfare centers and users were written based on references that related to lifelong educations and lifelong educations for people with disabilities. A total of 8 questionnaires for 7 welfare centers, an association of the deaf and 142 questionnaires for individuals with hearing impairments who registered at association of the deaf in Gwangju were used for the analysis. Based on the results of the analysis, First, the operation status of lifelong education program for people with disabilities at welfare centers in Gwangju, intellectual disabilities was the most frequently observed disabilities, the age group of people were older than 50-years-old and the program that most interested in was culture and arts education. The difficulty of managing the program was insufficient funds and the program development was autonomously managed. the utilization of lifelong education program for individuals with hearing impairments among the welfare centers, individuals with hearing impairments were participated the program at only two welfare centers, the reason to not participate was the location and the inconvenience of transportation. The type of education which individuals with hearing impairments were most interested in was vocation and work force education, a sign language interpreter required in the place was to lead individuals with hearing impairments to participate in lifelong education program. Second, looking at the utilization of lifelong education program among individuals with hearing impairments, the most of individuals with hearing impairments never participate the program, the purpose of participation of the program was self-improvement and learning culture, the institution was association of the deaf, the most interest program that wants to learn was culture and arts education. Third, the demands for lifelong education program, the preferred institution was association of the deaf, the content of program was vocation and work force education, preferred times of the program was once or twice a week and education fee was for free were the most frequently observed in the questionnaires. The most important thing to activate lifelong education program was developing various education programs. In conclusion, this study will provide the guidances for improving lifelong education program and create more opportunities for individuals with hearing impairments to participate lifelong education program.

교사-유아 관계에 따른 시각장애유아의 놀이성과 사회성 발달 특성

윤미경 조선대학교 대학원 2014 국내석사

이 연구는 교사-유아의 관계에 따라 시각장애유아의 놀이성과 사회성이 어떻게 달라지는지 알아보았다. 이를 위해 전국에 있는 시각장애학교 12개교의 유치원 교사 19명을 대상으로 58명의 시각장애유아에 대한 설문을 실시하였다. 설문지는 우편과 이메일로 발송하였고 응답 또한 우편과 이메일로 회수하였다. 배포된 설문지 58부 중 회수하지 못했거나 모든 문항에 같은 점수를 부여하는 등의 불성실한 응답을 한 8부를 제외시켜 최종 50부(86.2%)를 분석자료로 사용하였다. 설문지는 시각장애 특수학교 유치원 교사들이 교사-유아의 관계, 유아의 놀이성, 유아의 사회성 발달에 관한 질문에 평정하는 방법을 선정하였다. 연구결과는 다음과 같다. 첫째, 시각장애유아는 교사와 관계가 친밀할수록 자발적이고 즐겁게 놀이에 참여한다. 그리고 교사와 시각장애유아가 친밀하고 갈등이 적을수록 사회적 활동에 적극적이며, 다른 사람과 더욱 친밀한 관계를 유지하는 등 사회에 대한 적응성이 높다. 하지만 교사와 친밀하고 의존적인 시각장애유아는 사회적 표현성이 낮으며, 갈등관계일 때 사회적 표현성이 높다고 할 수 있다. 둘째, 교사의 연령과 경력은 시각장애유아의 교사-유아관계와 유아의 놀이성, 유아의 사회성 발달에는 유의미한 영향은 주지 않았다. 셋째. 교사-유아 관계와 유아의 놀이성, 유아의 사회성 발달에 있어서 시각장애유아의 성별에는 유의한 관련이 없었으나 시각장애유아가 3세인 경우보다 4세인 경우가 교사와 더 좋은 관계를 유지한다는 것을 알 수 있었다. 유아의 놀이성과 사회성 발달은 연령과는 유의한 차이가 없었다. 또한 중복장애보다 전맹과 저시력의 경우에 교사와 좋은 관계를 유지하며, 높은 놀이성을 보이고, 사회성 발달 정도도 높다고 할 수 있다. 넷째, 시각장애의 남아와 여아 모두 교사와 관계가 좋을수록 유아의 놀이성이 더 높았고, 다른 사람과 더 친밀하며, 높은 사회적응성을 보였다. 시각장애유아의 연령이 높을수록 유아의 놀이성에 더 많은 영향을 미치며, 3세~5세 유아 모두 교사와 높은 관계 수준을 유지할 때 사회성이 발달함을 알 수 있었다. 그리고 시각장애유아가 전맹과 저시력의 경우에는 교사와 관계가 좋을수록 신체적 자발성과 인지적 자발성이 활발히 일어났다. 또한 교사-유아 관계 수준이 높을수록 전맹의 경우에는 사회적응성이, 중복장애의 경우에는 표현성이 가장 높은 영향력을 가지는 것으로 나타났다. 이러한 결과를 통하여 교사와 원만하고 긍정적인 관계를 가질 때 시각장애유아가 놀이를 통하여 더 활발히 상호작용하며 사회적 능력을 습득해 나감을 알 수 있다. In this study, teacher - was investigated how the playfulness of social blind infant would change based on the relationship of children. For this reason, the study, a questionnaire survey was conducted for the visually impaired infants of 58 people to target 19 people a kindergarten teacher of visually impaired school 12 schools nationwide. The questionnaire, response was also recovered in the e-mail and mail sent by e-mail and mail. By excluding the 8 parts that made ​​a bad faith response, such as to give the same score to all questions, or not collected at 58 parts questionnaire that was distributed, as analytical materials 50 parts of the final (86.2%) was used. Questionnaire, teacher visually impaired special school, the kindergarten teacher - were selected how to calm the question of infant relationship, playfulness of the infant, about the social development of the infant. It is as follows: research results. First, visually impaired infants, to participate in the fun and play as intimate a spontaneous relationship with the teacher. And, as the conflict is less blind infant teachers and intimate, is active in social activities, for example, to maintain a more intimate relationship with others, adaptability of society is high. However, the social expression of the intimate blind infant-dependent teachers and low, in the case of a conflict relationship, I can be social power of expression is high. Second, the carrier and the age of the teacher, teacher of the visually impaired infant - had no significant effect on the development of the playfulness infant relationship and infant, the society of the infant. Third. Teacher - did not have a significant relationship to gender playfulness of infant relationship and infant, the blind infant in the social development of young children, but in the case of 4-year-old, and teachers than blind infant is 3 years it was possible to know that maintaining a relationship of better and. The play of social development of the infant, there was no significant difference with age. In addition, it can be said to maintain a good relationship with the teacher in the case of low vision and blind than multiple disabilities, shows a high game of, the degree of development of society also high. Fourth , the more good , playfulness of the infant has a higher relationship with teachers of both the girl and leave the visually impaired , and are more familiar with other people , and showed high social adaptability . Knowing that it is a social development as the age of the blind infant is high , affect results in more of the play of young children , maintaining the level of the relationship between the teachers of both the infant of 3 to 5 years of age I was able . And , in the case of low vision and blind , as good , cognitive spontaneity and physical spontaneity happened to actively relationship with the teacher visually impaired young children. In addition , teacher - higher the level of the relationship between young children is high, in the case of blind , in the case of multiple disabilities , social adaptability , was found to have a high impact most expressive . We conclude , when you have a relationship of harmonious and positive teacher , it can be seen that through the play , blind infant interact more actively , to go to learn social skills .

특성화 고등학교 장애 학생 직업교육에서 특수교사와 통합학급교사의 협력교수 실태 및 인식 비교

황리라 조선대학교 2017 국내석사

This study objects to provide basic materials of efficient vocational education co-teaching by searching special and general education teachers’ responsibilities of current practice of co-teaching and problems and perception difference between both teacher groups. The study is based on 31 special education teachers and 153 general education teachers from 13 specialized vocational high school of Gwang-ju, Jeon nam area. First, specialized vocational High Schools were providing co-teaching for vocational education to students with disabilities. Co-teaching was provided as special education teachers’ vocational skill teaching, and general education teachers’ curriculum based theory teaching for daily and personal-social skills. There was no perception difference between teaching groups about opinion exchange, managing consultation organization, and number of students per class to invigorate vocational education co-teaching, but constant effort for invigoration is needed. Secondly, about vocational education co-teaching, both general and special education teachers were recognizing it efficient for vocational rehabilitation training and independence training for both general and disabled students. Vocational education co-teaching should be led by special education teachers and special education teachers should co-teach vocational education considering aptitude, interest, and study accomplishment level of students with disability, while general education teachers should consider students’ disability status. To overcome these recognition differences, two groups of teachers recognize necessity of discussion about information exchange of learning characteristics and problematic behavior of students with disabilities. Despite these efforts, special education teachers pointed out mental pressure on both groups and general education teachers chose possibilities of conflict during class as drawback of vocational education co-teaching for students with disabilities. Both special and general education teachers thinks practice based training as appropriate way for vocational education co-teaching for students with disabilities. To carry out vocational education co-teaching, special education teachers thinks communication with general education teachers as precedence, and general education teachers chose change of social awareness and secure of exclusive teacher as precedence. About co-teaching of vocational education through combined education training, majority of both special and general education teachers regard education training efficient. Proposals based on the results are like; first, setting up educational goal and content for professional specialized highschool providing experience based education such as personnel training for specific field and field placement etc. considering talent, aptitude and capability is necessary. Second, admitting difference of recognition between special and general education teachers and cooperating together is required. Finally, this study is based on Gwang-ju, Jeon nam area specialized vocational high school, and has limitation to generalize results to whole country specialized vocational high schools’ vocational education co-teaching current state.

자폐성장애 중·고등학생 학부모의 양육스트레스 연구 : 경기도를 중심으로

윤지성 조선대학교 교육대학원 2016 국내석사

중·고등학교 특수학급 장애학생 인권교육 실태 및 교사의 인식연구 : 광주광역시를 중심으로

박가희 조선대학교 교육대학원 2016 국내석사

초등교사의 다문화가정 학생의 특수교육에 대한 인식과 지식 및 실행능력

김진아 조선대학교 교육대학원 2021 국내석사

In this study, the level of perception, knowledge and ability to implement special education for children from multicultural families of elementary school teachers in Gwangsan-gu, Gwangju were examined. In addition, the correlation between perception, knowledge, and ability to implement special education according to teachers' background variables was investigated and analyzed. Based on this, the study aimed to prepare basic data to promote the internal reliability of special education for children from multicultural families of elementary school teachers in a multicultural society. To verify the research questions above, a survey was conducted on 243 elementary school teachers who teach special education students and general children in Gwangsan-gu, Gwangju. The t-test and F-test were conducted to investigate the perception of the demographic differences between general teachers and special education teachers. The Scheffe-test was performed as a post-test for multiple comparisons between groups. The results and conclusions obtained are as follows. First, there was no significant difference in perception and knowledge level of elementary school teachers' special education for children from multicultural families according to teacher type, gender, and teaching career. The higher the education experience of multicultural students, the training experience of multicultural education, and the interest in multicultural special education, the higher the perception and knowledge of multicultural special education. It is said that teachers, who are children from multicultural families, have a great influence on their ability to apply in the field, depending on the level of experience in learning through education about students subject to special education and conducting multicultural education in the field. Therefore, it is required to develop practical educational training programs or learning materials for students from multicultural families and need special education services. Second, the level of ability to implement special education for children from multicultural families of elementary school teachers also depended on the education experience of children from multicultural families, the training experience of multicultural education, and the interest of multicultural special education rather than the teacher's personal background. Therefore, it is necessary to correct the perception of special education teachers and general teachers regarding special education for children from multicultural families in the field and pay attention to special education in children from multicultural families at the same time. In addition, fair diagnostic tools and selection criteria should be developed for students who are children from multicultural families and who are subject to special education. Third, there was a significant correlation between the perception· knowledge and ability to implement special education for children from multicultural families of elementary school teachers. Most elementary school teachers scored high in perception and knowledge about special education for children from multicultural families. In particular, teachers who are children from multicultural families and have experience teaching children subject to special education obtained high scores in perception, knowledge, and ability to implement special education. In other words, the experience of teachers who are children from multicultural families and of teaching special education subjects leads to the ability to implement multicultural special education. Therefore, it is necessary to establish a teaching strategy according to the multicultural background or the characteristics of the students, and the teaching strategies that consider the characteristics of multicultural special education students, learning ability, and social skills should be modified and supplemented. In this study, the problem of special education for children from multicultural families of elementary school teachers were not pointed out, and the improvement plans for each case were not addressed. In follow-up studies, it is expected that research on problems and improvement plans will be conducted based on the actual conditions of application, which are the last research question of the study. 본 연구는 광주광역시 광산구 지역 초등교사의 다문화가정 학생의 특수교육에 대한 인식 및 지식의 정도와 실행능력을 알아보고자 하였다. 또한 교사의 배경변인에 따른 인식과 지식, 그리고 실행능력간의 어떠한 상관관계를 조사 분석하였다. 이를 바탕으로 다문화 사회에서 초등교사의 다문화가정 학생의 특수교육의 내적 충실도를 도모하기 위한 기초적 자료를 마련하는데 연구의 목적이 있다. 이상의 연구 문제를 검증하기 위하여 광주광역시 광산구 소재의 일반교사 및 특수교육대상 학생을 지도하는 초등학교교사 243명을 대상으로 설문 조사를 실시하였다. 일반교사와 특수학급교사의 인구통계학적 차이에 따른 인식을 알아보기 위해 t검증과 F검증을 실시하였다. 집단 간 다중비교를 위한 사후검증으로 Scheffe 검증을 실시하였다. 이상의 연구과정을 종합하여 얻어진 결과 및 결론은 다음과 같다. 첫째, 초등교사의 다문화가정 학생의 특수교육 대한 인식과 지식의 정도는 교사유형, 성별, 교직 경력에서는 집단간에 유의미한 차이를 보이지 않았다. 다문화가정 학생의 지도경험, 다문화 교육의 연수경험 유무, 다문화 특수교육의 관심도에 따라 다문화 특수교육에 대한 인식과 지식이 높은 것을 알 수 있었다. 이는 교사가 다문화 교육을 직접 받아본 학습의 경험과 실제 다문화 교육을 현장에서 실행해 본 경험이 많을수록 다문화 교육에 대한 인식이나 현장에 적용할 수 있는 능력이 높다고 할 수 있겠다. 따라서 다문화이면서 특수 교육적 서비스를 필요로 하는 학생들을 위한 구체적이고 실제적인 교육 연수 프로그램이나 학습자료의 개발이 필요할 것이다. 둘째, 초등교사의 다문화가정 학생의 특수교육에 대한 실행능력 정도 역시 교사의 개인적 배경보다는 다문화 학생의 지도경험, 다문화 교육의 연수경험 유무, 다문화 특수교육의 관심도에 따라 달라진다는 것을 알 수 있었다. 따라서 현장에서는 다문화 특수교육에 대한 교사의 인식을 재고해 보는 것과 동시에 관심을 가져야 한다. 또 다문화 특수학생에게로 공정한 진단 평가 도구와 선정기준을 개발해야 할 것이다. 셋째, 초등교사의 다문화가정 학생의 특수교육에 대한 인식·지식과 실행능력 간에 유의미한 상관관계가 있었다. 초등교사의 다문화가정 학생의 특수교육에 대한 인식과 지식에서 높은 결과를 내었다. 특히 다문화 특수교육 대상자를 지도한 경험이 있는 교사는 인식과 지식 및 실행능력에서 높은 점수를 획득하였다. 즉 교사가 다문화 특수교육 대상자의 직접 경험이 다문화 특수교육에 대한 실행능력으로 이어지게 된다. 따라서 다문화의 배경이나 학생의 특성에 따른 교수전략을 세워야하고 더불어 다문화 특수교육 학생의 특성이나 학습 능력, 사회 기술 능력을 고려한 교수전략을 시급히 수정·보완해야 할 것이다.

청각장애학생 및 학부모 교사의 통합교육 만족도 조사

전응섭 조선대학교 대학원 2014 국내석사

ABSTRACT Survey on Satisfaction of Students with Hearing Impairment, Parents, and Teachers with Inclusive Education Jeon, Eung-seob Advisor : Prof. Jeong, Eunhee Ph.D. Major in Special Education Graduate School of Education, Chosun University This study surveyed satisfaction of students with hearing impairment who receive inclusive education in general classrooms, the parents, and teachers with learning relationship, relationship with friends, and school life relationship. A survey was conducted with 21 students with hearing impairment, 17 parents, and 24 teachers. The result showed low satisfaction with academic achievement of students with hearing impairment. This seems to be due to difficulty with understanding lessons in competing with non-disabled students. Therefore, inclusive education must be improved in a way that will help better academic achievement of students with hearing impairment, develop level-based learning materials for them, and, also, improve curriculum and teaching method for students with hearing impairment who are placed in a general classroom. In addition, the curriculum must be integrated and, absolute evaluation, instead of relative evaluation, must be applied to reduce disadvantage of students with hearing impairment. Second, in a question asking about learning relationship, both students with hearing impairment and the parents showed a low satisfaction level with learning relationship. This seems to result from their academic achievement in competing with non-disabled students in general school and point at problems of inclusive education that is focused on non-disabled students. Therefore, a question is raised regarding validity of inclusive education focused on nondisabled students, and, therefore, it is necessary to contemplate how to reduce the academic gap between students with hearing impairment and nondisabled students and how much it can be reduced. Unilaterally applying general curriculum to students with hearing impairment is a problem with inclusive education and cause of low satisfaction level with inclusive education. Third, in terms of learning relationship in inclusive education, the teachers showed a normal level of satisfaction, as well as in relationship with friends and school life relationship. In comparison of satisfaction with learning relationship, relationship with friends, and school life relationship, students showed a slightly higher level of satisfaction than the parents and teachers. The result of this study suggests that students with hearing impairment can develop sociality and confidence by studying with nondisabled students in general education, and nondisabled students can understand characteristics of students with hearing impairment and learn about social diversity in socially positive environment. Inclusive education for students with hearing impairment is not only essential in information society but it is also a mission of our time. Therefore, inclusive education must become a part of both school and community so that people with hearing impairment can live a social life with their family and neighbors. Result of this study must be used in a way that will help students with hearing impairment learn and live with nondisabled students in the same position, by improving systematic problems with inclusive education and community. Inclusive education for students with hearing impairment is a new icon of special education. 본 연구는 일반학급에서 통합교육을 받고 있는 청각장애학생이 학습관계, 교우관계, 학교생활 관계에 대하여 청각장애학생, 학부모, 교사의 만족도를 조사한 것이다. 이를 위하여 청각장애학생 21명과 학부모17명 교사 24명을 대상으로 설문조사를 실시하였다. 연구 결과 첫째, 청각장애학생의 학습에 관한 만족도에서 학업성취 결과에 만족도가 낮았다. 이는 비장애학생들과 경쟁관계에서 청각장애로 인한 듣기 능력의 결여로 수업내용을 파악하고 이해하는 데 어려움이 동반되어 예견되는 결과라고 본다. 따라서 통합교육 방법 개선을 통해 청각장애학생들의 학업성취도를 높이도록 연구해야 하며, 청각장애학생을 위한 수준별 개별화 학습 자료가 개발되도록 노력하여야 할 뿐 아니라 통합교육의 지속적인 발전을 위해 일반학급에 입급된 청각장애학생에 대한 교과과정 및 교수방법이 개선되어야 하며, 교과 통합이 이루어져야 할 뿐만 아니라 평가 방법에 대하여 상대평가가 아닌 절대평가방법으로 청각장애학생에 대한 불이익을 감소할 수 있도록 해야 한다. 둘째, 학부모의 청각장애자녀의 통합교육에 대한 만족도에서 청각장애학생이 응답한 학습관계를 묻는 문항에서 만족도의 결과가 청각장애학생이 응답률과 같이 각각 낮게 나타났다. 이는 청각장애자녀가 일반학교에서 통합교육을 통한 비장애학생들과 경쟁에서 얻어진 학업성취에서 취득한 결과로 비장애학생 위주로 운영되고 있는 통합교육의 문제점을 나타낸 결과라고 본다. 따라서 통합교육현장에서 적용하고 있는 비장애학생 위주로 운영되는 통합교육과정의 타당성에 대한 의문이 제기되며, 청각장애학생을 위한 교육의 과제는 결과적으로 청각장애학생과 비장애학생간의 학력격차를 어떻게, 그리고 얼마나 최소화할 수 있는가 하는 것에 대한 방안이 필요하다. 청각장애학생에게 일방적으로 일반교육과정을 적용하는 것은 통합교육의 문제점이자 해결해야할 과제로서 통합교육에 대한 만족도가 낮게 나타나는 원인이라고 볼 수 있다. 셋째, 교사의 청각장애학생 통합교육에서 학습관계에 대한 만족도를 보면 보통의 만족도를 나타냈으며, 교우관계 만족도 뿐 만 아니라 학교생활 관계 만족도 역시 보통의 만족도를 나타냈다. 이 세 집단인 학생, 학부모, 교사의 통합교육 만족도에 대한 학습관계, 교우관계, 학교생활 관계를 비교 분석해 보면 전체적으로 학생들의 만족도가 학부모 교사 보다 다소 높게 나타났다. 본 연구 결과가 가지는 시사점은 청각장애학생이 일반학교에서 비장애학생들과 함께 통합교육을 통해 사회성이 발달하여 모든 면에서 자신감을 갖고 생활할 수 있으며, 비장애학생들은 청각장애학생의 특성을 이해하고 사회의 다양성을 학습할 수 있는 교육적, 사회적, 복지적으로 긍정적인 영향을 받아 건강하고 바람직한 민주시민으로 성장 할 수 있는 기본 여건을 형성할 수 있어야 한다. 청각장애학생에 대한 통합교육은 정보화 사회에서 사회적 요청일 뿐만 아니라 시대적 소명이므로 통합교육은 학교라는 물리적 공간뿐만 아니라 지역사회에서 가정, 이웃과 더불어 사회생활을 영위하면서 삶과 생활속에서 통합교육을 일상화 하여 물리적 통합뿐만 아니라 사회적 통합 및 교육과정의 통합을 이루어야 한다. 본 연구 결과를 토대로 청각장애학생이 비장애학생들과 동등한 위치에서 서로 더불어 함께 배우고 함께 생활할 수 있도록 통합교육의 제도적인 문제점을 개선해 나가며, 지역사회에서 통합교육의 여건을 형성해 나가는데 필요한 자료로 활용할 수 있어야 한다. 청각장애학생의 통합교육은 우리 장애학생들을 위한 아름다운 교육으로 특수교육의 새로운 아이콘이다!!

제 7차 중학교 국어과 교육과정운영에서의 반편견 교육 실태

김윤옥 조선대학교 교육대학원 2006 국내석사

This research intends to analyze the anti-bias education in the 7th Korean Language education curriculum for middle schools, and middle school Korean Language teachers' understanding with this issue, and by studying the actual condition of the anti-bias education in the 7th middle school Korean Language education, present fundamental data for planning and application of the 7th education curriculum. To do this, the following subjects of study have been chosen. First, how are constents of the anti-bias education in the 7th middle school education curriculum? Second, how is understanding of middle school Korean Language teachers about the anti-bias education? Third, how are conditions of the anti-bias teaching methods, teaching materials and data for middle school Korean Language teachers? Objects of this research are units related to the anti-bias education in the 7th middle school Korean Language education curriculum, and 211 middle school Korean Language teachers working in Gwangju Metropolitan City. Units related to the anti-bias education in the 7th middle school Korean Language education curriculum have been studied by analyzing middle school Korean Language teachers' guide. Frequency and percentage from the collected data using SPSS program that show understanding and condition of middle school Korean Language teachers about the anti-bias education have been studied as well. The results from the analysis based on the above study are like the following. First, after analyzing contents of the anti-bias education in Korean Language teaching materials of the 7th middle school education, 20 units have been selected as the anti-bias education related contents, and 'ability' has the most frequency of all the grades. Second, the analysis of understanding of the teachers about the anti-bias education shows that although they agreed with the education, they answered "normal" for the question asking their understanding, which means they are not familiar with the education. For the question asking the reason of asserting the necessity, they emphasized the constitution of identity, and for the questions about educational goal such as 'recognition as a independent and self-controlled being,' 'recognition of one's identity,' recognition of big communities,' 'recognition of difference and similarity,' 'ability to understand others' opinions,' 'ability to see the whole and parts,' 'critical ability,' and 'ability to express one's mind and emotionthey answered 'important in general.' However, they answered 'so-so' for 'ability to classify,' and 'very important' for 'ability to plan and organize action.' For the importance of 'ability,' 'belief,' 'class,' 'culture,' 'family,' 'gender,' 'race,' they answered 'generally agreed,' and for 'age,' and 'look', they mostly answered 'so-so.' Third, for teaching methods of the anti-bias education, they use 'studying altogether' the most, and 'schoolbooks' for teaching materials and data. Consequently, the teachers have decent theoretical knowledge about the anti-bias education, however, they only understand the necessity, so definite education courses for the anti-bias education and practical application have not been established yet. Therefore, through definite and various approaches to the anti-bias education, to harmonize theory and practice, and to train teachers, specialists and related organizations including scholarship councils should provide support actively and constructively.

청각장애아동의 의사소통 관련 삶의 질 측정도구 개발

김태강 조선대학교 대학원 2014 국내박사

This study aims to develop communication-related quality of life scale for children with hearing impairment. It consists of two sections, Study I and Study II. First of all, in order to produce communication-related quality of life scale for children with hearing impairment, in Study Ⅰ, I analyzed precedent research and constructed questions in the stage of question development. And then expert panels verified questions for content validity. Also, they were evaluated for the questionnaire understandability, and thereafter questions were finalized. Then, the Korean sign language based on the questions was produced in the Stuty Ⅰ. This questionnaire examined the item difficulty targeting 151 children with hearing impairment, configuration factors and the questions were abstracted through the explorer factor analysis, and I verified their reliability. As a result of the explorer factor analysis, four factors and twenty-five questions were included in the questionnaire. Also, the constructed validity was verified by the correlation analysis between the scores of four factors and the total score. And as a result of reliability analysis, the reliability in each configuration factor showed a high level of reliability which Cronbach’s α was .78~.86, and each question in the configuration factors showed also a high level of reliability which Cronbach’s α was .71~.86. In Study Ⅱ, I conducted t-test and F-test with diverse background variables, which was based on the collected data and the result of Study Ⅰ. Also, t–test was conducted between the children with hearing impairment and hearing children in the group of the school grades(elementary school, middle school, and high school) by the data collected from 272 hearing children. As a result, first, no difference was found in communication–related quality of life scale for the children with hearing impairment according to gender, school grades, degree of hearing impairment, way of communication practice and whether or not they use auditory assist devices. However, there was significant difference with the time the children with hearing impairment start using auditory assist devices among the groups: the sooner children use auditory assist devices, the better the result comes in communication-related life quality. Second, there was significant difference in communication–related quality of life scale between the hearing children and the children with hearing impairment according to school grades. The children with hearing impairment demonstrated lower score than hearing-children in all configuration factors and total score. Based on the results above, this study discussed the factors of communication–related quality of life scale for the children with hearing impairment, potential background variables of children with hearing impairment and communication-related quality of life of between children with hearing impairment and hearing children. Also, this study suggested the follow-up studies related to this subject.