기조강연:특수아동 지도방법의 탐색

여광응 한국특수교육학회 1993 특수교육학회지 Vol.14 No.1

특수학급 교육의 개혁 방향

여광응 한국특수교육학회 1987 특수교육학회지 Vol.8 No.-

정신박약아 수개념 발달의 특징

여광응,정현효 한국특수교육학회 1985 특수교육학회지 Vol.6 No.-

산수학습장애아의 교육대책

여광응 한국특수교육학회 1984 특수교육학회지 Vol.5 No.-

초·중·고등부 특수학급 운영실태의 비교 분석

여광응,추연구,박동명 한국발달장애학회 2004 발달장애연구 Vol.8 No.2

The purpose of this study was to make a comparative analysis of special classes in elementary and secondary schools in a bid to find out what problems they were faced with and seek for possible solutions. The subjects in this study were 300 teachers in charge of special classes, on whom a survey was conducted with prepared questionnaires covering grouping, management, administrative/financial support, curriculum management, integrated education and their own perception and qualifications. 100 teachers each were from elementary, middle and high schools, and the responses from 264 teachers, including 86 elementary school teachers, 87 middle school teachers and 91 high school teachers, were analyzed(response rate 88%). The findings of the study were as follows: Regarding the rate of disabled students by the type of disability, the number of boy students with mental retardation was about two-fold more than that of girls with the same disability. Those who suffered from mental retardation and learning disability accounted for more than 76 percent. The rate of mental retardation was on the sharp increase with age, whereas that of learning disability dropped. Concerning special class management, it's urgently required for regular teachers and non- disabled students to have a correct understanding of disabled students and cooperate for successful special class management, regardless of school grade. Among most of the elementary and secondary schools, there was little significant gap in administrative/financial support, curriculum management, integrated education and teachers in charge of special class, and the teachers didn't find those factors satisfactory. What's significantly different among the elementary, middle and high schools was curriculum organization, its management and the educational effect of special class. 이 연구는 우리나라 초·중·고등학교에 설치된 특수학급을 비교하여 문제점을 분석하고 앞으로 그 개선방안을 모색하기 위해 이루어졌다. 각급학교 특수학급의 「편성과 운영」,「행·재정지원」, 「교육과정 운영」, 「통합교육」, 「담당교사의 인식과 자질」 등에 관한 설문지를 구성하여 특수학급 부별 담당교사 각 100명씩, 총 300명을 대상으로 배부하여 회수된 264명(초등부 86, 중학부 87, 고등부 91)을 기본자료로 비교분석하였다(회수율 88%). 연구결과, 장애 영역별 수용비율에서 정신지체 성별 구성 비율은 남학생이 여학생에 비해 2배정도 많았으며, 정신지체와 학습장애가 76% 이상을 차지하고 있으며, 초등부에서 고등부로 올라갈수록 정신지체 비율은 크게 증가하는 반면, 학습장애 비율은 감소하는 특징을 보였다. 그리고 행·재정지원, 교육과정 운영, 통합교육, 특수학급 담당교사 실태는 대다수 초·중·고 특수학급간에 유의한 차이가 발견되지 않았으며 전반적으로 미흡한 수준으로 반응되었다. 급별간 유의한 차이를 보인 부분은 교육과정 편성 운영과 특수학급의 교육적 효과 면에서만 발견되었다.

교육가능 정신지체아동의 상위인지에 관한 연구

여광응 大邱大學校 特殊敎育硏究所 1990 特殊敎育硏究 Vol.17 No.-

特殊學校 敎育課程 構成을 위한 學生의 慾求分析

呂光應 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-

特殊學校 敎育課程 構成을 위한 社會의 要求分析

呂光應 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-

精神薄弱學校(級) 敎育課程의 方向 探索 : 現行敎育課程의 問題點과 改善 및 開發方向

李相春,呂光應 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

Until this time, some trends have been examined and analyzed about the curricula for the mentally retarded in foreign countries in order to improve and try to establish the present curricula in schools for the mentally retarded in Korea. The educational needs of the mentally retarded and the society were reviewed according to the characteristics of the mentally retarded. And thus the direction constituting the present curricula in schools for the mentally retarded was suggested through looking into the present situations of the management of the present curricula and some problems in general introduction and each chapter in each field. The followings were concluded from the examination and analyses: since schools for the mentally retarded in Korea have only the curricula for the primary course, there are no curricula for the mentally retarded which correspond to the system of the regular schools for junior high and senior high courses and to the special classes for the E.M.R. in primary schools for normal chidlren. And the present curricula do not correspond to the educational needs of the exceptional children themselves and the society, which require we should take into consider the mentally retarded's unique needs. These conditions made it inevitable for us to review wholly the present curricula and situations in schools for the mentally retarded in Korea. These results were proved to be equal to those from the analyses of the trends on the education for the mentally retarded in foreign countries. The curricula for the mentally retarded should be constituted in future, on the basis of taking into consider the followings: to respect the dignity of humanity, to set up the concrete and desirable images which are expected to be realized in future, to emphasize life-centered education which is based on the experience-centered curricula, to stress the educational experiences in which the steps should be taken into consider, and to respect the individualized education which coincides with the unique educational needs. Accordingly, the purpose of the special education for the mentally retarded should lie in, considering the characteristics of the mentally retarded, fostering the basic abilities which are required in their real life and the qualities which are to be required as a whole man. In the organization and time-allotment of the curricula for the mentally retarded, self-help should be put into the first place at the very early stage and at the later stage the vocational education should be emphasized. Therefore, it is certain that the basic principles of the mamagement of the curricula for the mentally retarded can be concluded and suggested from the examination and analyses of the present curricula for the special schools and classes for the mentally retarded in Korea as follows: (1) The individualized education should be emphasized which lays stress on the teachings flexible and creative, coinciding with the unique educational needs of the mentally retarded. (2) It is desirable, on the level of the total consititution of the curricula, that the contents of the education for E.M.R. should be different from those of the T.M.R. (3) Thorough in-service training of the teachers for the mentally retarded should be preceded in order that the curricula may be applied effectively and the intended results may be realized. (4) The evaluation system which can continue to correct the wrongs, if any, should be prepared.

投入情報의 敎織化와 提示方法이 敎育可能 精神薄弱兒의 短期記億에 미치는 效果

呂光應 大邱大學校 特殊敎育總合硏究所 1983 特殊敎育硏究 Vol.10 No.-

This study, primarily based on the Spitz's Input Organization Theory, was aimed at the precisc and concrete examination of the distinctive features of the mentally retarded children's memory process on the basis of Ellis' short-term memory deficit hypothesis, and especially, on the concrete investigation about the effects which the Input Organization variables and the presentation methods variables gave on the mentally retarded children's paired-associated learning performances as well as at studying the strategies improving their deficit in short-term memory. In this study, 120 children of 23 special classes for the educable mentslly retarded and 120 children of normal ability group in Dagu and Kyungbuk Province area were randomly sampled as the subjects for this investigation. Mental age of the children in both groups was 7, and the average intelligence quotient of the mentally retarded group was approximately 72, and that of the normal group was approximately 104. The mentally retarded group was sampled out of special classes of the sixth grade, and the normal group was sampled out of normal classes of the second grade in the same schools. Variables such as intelligence, redundancy grouping, and presentation methods were set up as the experimental variables. Variables of number of trial, error response percentage, and clustering level were set up as the dependent ones. In the experimental design of this study, each of 15 subjects were randomly posted in each of the 16 experimental groups which were according to the factorial experimental design of “2 (intelligence)×2 (redundancy)×2 (grouping)×2 (presentation).” The experimental task used in this study was the “paired-associated” task in which digits and pictures were associated. Arabic digits from 3 to 8 were used as the stimulus items, and 3 kind of familiar pictures were used as the response items. Eight patterns of the experimental tasks were produced and projected from Audio Viewer Projector Kodak Ektagraphic Model 460. The experimental procedure relied upon the study-test method, and 7 seconds of pause time was placed between 18 seconds of study trial and 18 seconds of test trial. In every test trial, 6 stimulus items were simultaneously presented and lead the subjects in oral responsc against the response items of free ordered recall. Results derived from this study are as follows: 1. To the learning rate of the paired-associate task, the main effect of the grouping variable was most influential. Variables of redundancy and intelligence orderly acted as main effects. Also, the interactive effect between redundancy variable and grouping variable was confirmed. In all experimental conditions, the learning rate of the mentally retarded group was much slower than that of the normal group. However, when learning material was provided in the shape of grouped task, the learning rate of the mentally retarded group nearly approached that of the normal group. In both groups, the number of trials to reach a certain learning standard was visibly reduced: in 50% high redundancy task and grouped task than in 33% low redundancy task and ungrouped task. However, there was no significant distinction between simultaneous presentation method and sequential presentation method. 2. To the level of learning accuracy in paired-associated task, the main effects of redundancy variable and grouping variable were most influential. The variables of presentation method and intelligence were also proved to act effectively. At the same time, interactive effect between “redundancy x presentantion method”and “grouping x presentation method”was distinguished. Error response of the mentally retarded group was extremely higher than that of the normal group: in 33% low redundancy task, ungrouped task and simultaneous presentation method. But in 50% high redundancy task, grouped task and sequential presentation method, both groups showed the same level. Both groups showed distinctively reduced error response in 50% high redundancy task and grouped task rather than in 33% low redundancy task and ungrouped task. However, the mentally retarded group showed the same error response to both methods of simultaneous presentation and sequential presentation, while the normal group showed fairly high error response to sequental presentation method. 3. To the level of clustering in paired-associated learning task, the main effect of the grouping variable was most influential. The redundancy variable also gave a considerable effect. Interactive effect was visible among “intelligence x grouping”, “redundancy x grouping”, and “redundancy x grouping x presentation method”. When input materials were pre-organized in the grouped task, the level of clustering revealed by the mentally retarded group was lower than that of the normal group, but under other experimental conditions both groups showed a similar level. Both groups showed an extremely higher level of clustering in 50% high redundancy task and grouped task than in 33% low redundancy task and ungrouped task, while they revealed the same level of clustering in both simultaneous presentation method and sequential presentation method. 4. As the result of the comparative analysis of the learning curves revealed by both groups, the difference of average recall level between the mentally retarded group and normal one was maximized when they were provided simultaneously with 33% low redundancy task and ungrouped task. On the other hand, the difference between the two groups cannot be found when grouped task was sequentially presented. As shown above, comparing the educable mentally retarded group with the normal one of the same mental age, the former was generally inferior to the latter in performance of the "paired-associate" learning task. However, it was found out that the level of paired-associate learning of the educable mentally retarded group nearly approached to that of the normal group when the grouped task of 50% high redundancy in which input materials were pre-organized was sequentially presented. Considering that the input of the pre-organized learning materials greatly influences the advancement of learning capacity of the educable mentally retarded group, we can easily recognize the fact that the organization of the input materials should be a very effective learning strategy to quicken the short-term memory of the educable mentally retarded group, and it gives us a practical teaching implication in the improvement of teaching method for the educable mentally retarded.