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지적장애 자녀를 둔 어머니의 자녀양육 경험을 통해 본 부적강화의 덫
강경숙 ( Kyung Sook Kang ),김영준 ( Young Jun Kim ) 한국교육인류학회 2012 교육인류학연구 Vol.15 No.2
지적장애학생의 행동문제는 심리사회적 관점에 있어서 가족요인과 밀접한 상호 관계성을 가지며, 이에 지적장애학생과 부모는 가정환경에서 행동문제를 바람직하지 못한 방향으로 관리하는 부적강화의 덫을 경험하게 된다. 본 연구는 이를 알아보기 위한 기초 연구로, 지적장애학생의 어머니 한 명을 대상으로 참여관찰과 심층면담을 통하여 자료들을 수집하고 분석하였다. 그 결과로 먼저 지적장애학생의 어머니는 가정환경에서 고집 및 집착행동 등과 같은 지적장애자녀의 행동문제에 대해 기본적으로 수용하는 반응행동 등을 빈번히 보여 부적강화의 덫을 더욱 악화시키고 있는 것으로 나타났다. 또한 지적장애학생의 어머니는 이러한 양육 패턴으로 인해 계속 경험하는 어려움으로부터, 결과적으로 부적강화의 덫에 대한 가정환경의 기능을 학교의 교사가 대신 중재 관리해줘야 한다는 입장을 보였다. 이와 함께 가정환경에서 부적강화의 덫을 최소화하기 위해 지적장애자녀의 행동문제에 대하여 수용적일 수밖에 없다는 등의 인식을 나타냈다. 가족지원서비스 관점에서 이러한 결과에 대한 논의를 제시하였으며, 이와 관련된 후속연구의 제언, 본 연구의 제한점 등도 함께 제시하였다. 본 연구의 결과는 지적장애학생의 행동관리 측면에서 가족지원서비스프로그램을 구성하고 실행하는데 필요한 기초 자료로 활용될 수 있을 것이다. Behavioral problems of students with intellectual disabilities have closely interconnected with family factors from the psycho-social perspective. Accordingly, students with intellectual disabilities and their parents experience a negative reinforcement trap, in which behavioral problems lead into an undesirable way in the home environment. As a basic study on the given topic, data for analysis were collected from a mother of a student with intellectual disabilities through participant observation and in-depth interview. As one of the results, the mother of a student with intellectual disabilities worsened the negative reinforcement trap by showing response behaviors frequently, which are acceptances of behavioral problems including stubbornness, obsession, etc. by the child with intellectual disabilities in the home environment. Additionally, due to the continuous difficulties caused by her patterns of bringing up the child, the mother opined that teachers should intervene between her and her child and conduct intervention management about the function of the home environment toward the negative reinforcement trap. The mother also perceived that she must show acceptance on the behavioral problems of her child in order to minimize the negative reinforcement trap. Such results were discussed from the perspective of family support service, with suggestions on proposals for follow-up studies and limitations of this study. The results of this study can be utilized as preliminary data for configuring and executing family support service programs in behavioral management of students with intellectual disabilities.
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어머니와 지적장애자녀간의 부적강화의 덫에 대한 특수교육교사들의 인식
강경숙 ( Kyung Sook Kang ),김은주 ( Eun Jew Kim ),김영준 ( Young Jun Kim ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2012 지적장애연구 Vol.14 No.2
부모와 지적장애자녀가 가정환경에서 형성하는 부적강화의 덫은 지적장애자녀의 학교생활에 대한 실패를 초래하여, 교사는 지적장애학생을 교육하는데 있어서 많은 갈등과 어려움을 보이게 된다. 특히, 교사는 이러한 부모의 부적강화의 덫에 대해 비판적, 회의적으로 대응함으로서 해결을 시도하는 한계를 보일 수 있으며, 바람직한 가정과 학교의 협력에 기반을 둔 행동중재로 대처할 수 있는 동기가 저하되기 쉽다. 교사는 이와 같은 측면을 경계하여 부모의 부적강화의 덫에 대한 자기 인식을 점검하고, 그 결과를 부모상담을 통하여 부모와 상호 합의 및 공감대를 형성할 수 있는 전문성이 요구된다. 따라서 본 연구는 가족지원서비스 측면에서 필수적으로 중재되어야 할 어머니와 지적장애자녀간의 부적강화의 덫에 대한 교사들의 인식을 알아보는데 그 목적을 두었다. 이를 위해 본 연구는 특수학교 중등부에서 지적장애학생을 가르친 경험이 많은 담임교사 세 명을 선정하여 이들에게 반 구조화된 심층면담을 적용하였다. 연구결과로써 특수학교 중등부 교사들의 어머니와 지적장애자녀간의 부적강화의 덫에 대한 인식을 다섯 가지의 영역(부적강화의 덫에 따른 교사와 지적장애학생의 수업 상호작용 영향 등)에 따라서 자세하게 제시하였다. 또한 본 연구의 결과는 가족지원서비스 측면에서 다섯 가지의 연구문제별로 논의되었으며, 후속연구의 제언 및 제한점도 아울러 제시하였다. As negative reinforcement trap between parents and children with intellectual disabilities in home environment causes failure in school life of children with intellectual disabilities, teachers have a lot of conflicts and difficulties in educating children with intellectual disabilities. By responding critically and skeptically to such issues, teachers may limit the efforts to settle the problem as well as lower their motives to cope with the issue based on a desirable cooperation between family and school. Considering the above side, teachers need specialty to check their recognition about mother` negative reinforcement trap and to form mutual consent and sympathy with parents through consulting with them on the basis of the results of the recognition. Therefore, the purpose of the study was to examine teachers` recognition about negative reinforcement trap between mother and children with intellectual disabilities to have to be necessarily intervened in the side of family support service. To be so, The study selected three class teachers who had ever taught students with intellectual disabilities at special middle schools for a long time and applied semi-structured in-depth interview to them. The results of the study were as follows. The study closely suggested recognition of teachers of special middle schools about negative reinforcement trap between mother and children with intellectual disabilities by five scopes. In addition, the study discussed the recognition by five research issues in the side of family support service and suggested a proposal and limits on succeeding researches.
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폐렴환자를 위한 간호교육프로그램이 순응도 및 자기효능감에 미치는 효과
강경숙(Kang Kyung Sook),최한나(Choi Hanna) 한국기초간호학회 2020 Journal of korean biological nursing science Vol.22 No.3
Purpose: The purpose of this study was to validate the effects that the structured pamphlet and education through tablets regarding the daily life management and disease nursing education program has towards pneumonia patients in compliance, and self-efficacy. Methods: This study used the quasi-experimental study design based upon the nonequivalent control group pretest-posttest design. A total of 100 patients-50 patients who were hospitalized February 2020 as the control group and 50 patients who were hospitalized March 2020 as the experimental group – were used as material for the statistical analysis. These data were analyzed with a significance level of p<.05 using the SPSS WIN 21.0 program. Results: The patients’ compliance, and self-efficacy had no significance difference between the two previous scores, meaning homogeneity in the two groups. Through verifying the experimental group who had disease and daily-life managing nursing education will have higher scores in compliance (t=20.95, p<.001), and self-efficacy (t=17.24, p<.001) than the control group who had not received those education, were statistically significantly different leading to all hypothesis being supported. Conclusion: For improving pneumonia patients’ compliance, the methods should be simple, easy to understand, effective in numerous clinical situations, require constant education and reinforcement, and periodic nursing education program.
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장애학생의 교육과정적 통합을 위한 수행평가 수정 실행과정 모색
강경숙 ( Kyung Sook Kang ),이나영 ( Na Young Lee ) 대구대학교 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.2
This study presents implementation method of performance evaluation adaptation through collaboration amongst teachers in context of accessing the general curriculum by students with disabilities. Accessing the general curriculum is actively discussed to support and ensure the right of learning of the students with disabilities. Collaborative performance evaluation adaptation process is developed to support the students with disabilities to rationally participate the performance evaluation. The processes are presented in steps; 1) adaptation of collaboration indicator, 2) implementing the general curriculum, and 3) evaluation based on the indicator. From these steps, the adaptation of indicator is divided into three areas based on the levels of adaptation; 1) no adaptation, because the same scoring system and evaluation contents used for general students are applied, 2) limited adaptation, because the same scoring system used for general students, and adapted evaluation contents are used, and 3) full adaptation, because the scoring system and the evaluation contents are all adapted to meet the needs. Furthermore, performance evaluation adaptation indicator that encompasses more general curriculum subjects from each K-12 grades, should be developed and actually used in schools.
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강경숙 ( Kyung Sook Kang ) 대구대학교 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.1
Asia-Pacific area countries need to establish special education that fits each country’s circumstances. To do so, instead of imitating and applying philosophy and knowledge of advanced foreign countries, we have to build unique inclusive education model and clear educational identity, so that we can find a way to establish special education that fits our country. This paper deals with 6 countries, namely Australia (A), China (C), Hong Kong (H), Japan (J), Korea (K), and Taiwan (T) and is organized into 5 sections based on papers from each country. here is the list of the sections; 1) education structure in general and special education outlook of each country, 2) comparing present states of inclusive education in each country, 3) challenges and results of inclusive education in each country, 4) context and unique quality of inclusive education in each country, 5) implications and future tasks. And next, implications for inclusive education in Korea are suggested: use of special education related terms; attitude toward students with disabilities and awareness improvement education; diagnose and assessment of students with disabilities; special classroom education placement; process of educating teachers and teacher training; role of special teacher and cooperation between teachers; operate curriculum in operation conjunction with inclusive education; and inclusive education in special school and operation direction.
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정신지체학생의 교육과정적 통합을 위한 초등학교 과학과 교육과정 수정 적용사례
강경숙 ( Kyung Sook Kang ),최세민 ( Se Min Choi ),유장순 ( Jang Soon Yoo ),김희규 ( Hee Gyu Kim ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.3
This research presents contents that are developed in actual educational environment to provide teachers, who are assigned to inclusive classrooms, with instructional methods and ideas, so that they can support students with disabilities in inclusive classrooms to be accessed to the general curriculum and participated in the curriculum activities. It also presents actual application examples, and instructional materials that are developed in order to attempt to accommodate curriculums, so that when inclusive classroom teachers instruct science subject curriculum, students with disabilities can be meaningfully participated in the classroom activities. This materials can become valuable when special education teachers consult curriculum for students with special needs, and work closely with inclusive classroom teachers.
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