농문화 인식에 따른 농학생의 이중언어 선호 연구

권순황(Kwon Soon-Hwang) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.1

The purpose of this study was to investigate on the deaf student's bi-lingual preference of the support personnel as per the attitude to deaf culture. To do this study, we have selected the samples from 115 support personnels. We referred the questionnaires on Deaf Culture developed by Mr. Simon(1994) and Mr. Choi(1995) to this study after analyzing the reliability with test-retest method based on 5-point questionnaires revised to meet Korean context. The results of this study were as follows; First, approach attitude to the deaf culture had an impact on student's selection of language. support personnels who had positive approach attitude to deaf culture prefer total communication and sign language to others, and as a means of communication, preferred natural sign system among deaf to sign language. Finally, approach attitude to the deaf culture of the parents of hearing impairment students had impacted educational setting of their children, by way of comparison inclusive education or separated education. And the parent who had the higher preferred attitude, they had the higher accepted attitude in inclusive education and oral speech.

학력저성취 청각장애학생의 교육적 요구와 학습자 경험중심모형 특성 연구

권순황 ( Soon Hwang Kwon ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.3

This study identified the educational needs of under-achievement hearing-impaired students and characteristics of the learner`s experience-oriented model for the following purposes. First, to identify the status of hearing-impaired students in Korea. Second, to examine the teaching-learning strategy for hearing-impaired students in Korea. Third, to suggest the teaching and learning strategy appropriate for hearing-impaired students in Korea. In accordance with the analysis, the following results are identified. First, with the increasing need for the integrative education for the hearing-impaired students, the educational needs of those hearing-impaired students had been dispersed. Second, while each teaching and learning strategy for hearing-impaired students achieved independent effects as having been developed by the individual beliefs of researchers, the under-achievement issue is still unsolved. Third, the learner`s experience-oriented model is the strategy to overcome the phenomenon-focused thinking of hearing-impaired students. In conclusion, the learner`s experience-oriented model can realize the generalization strategy using the experience of hearing-impaired students in teaching and learning events. Furthermore, the teachers can use the model to teach a variety of selective situations related to the background, causes and processes of learning problems.

청각장애학교 특수교육 교육과정 적합성에 관한 연구

권순황 ( Soon Hwang Kwon ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.4

This study is to evaluate the appropriacy of special deaf school curriculum by examining hearing impaired students` teachers for the research purposes below. First, it is to evaluate the appropriacy of common curriculum introduction. Second, it is to analyze the importance and satisfaction of special deaf school curriculum. For that, a questionnaires survey targeting chief hearing impaired school teachers was carried out. The analysis was designed to use the importance performance analysis technique to devise appropriate school curriculum. The following is the results of this study. First, hearing impaired school teachers need independent school curriculum focused on the hearing impaired students` demand. Second, the appropriacy of special deaf school curriculum shows that the quality of education service, class appropriacy, and both questions and contents of textbooks satisfy hearing impaired school teachers maintaining the appropriate operation of teaching material. On the other hand, the suitability of school curriculum operation and the efficiency of class management are required to improve.

청각장애 학생의 고수-학습 전략 특성 연구

권순황 ( Soon Hwang Kwon ) 한국특수아동학회 2010 특수아동교육연구 Vol.12 No.3

재택,순회 교육 대상 아동의 여가 교육 모형

권순황 ( Soon Hwang Kwon ) 한국초등특수교육학회 2004 초등특수교육연구 Vol.6 No.1

초등학교 1,2학년 수학 ‘수와 연산’ 영역에 대한 기본 교육과정과 교과서 내용 분석

권순황 ( Soon Hwang Kwon ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.2

This study is to examine the congruency between the achievement objectives and textbook structure for The Basic Curriculum for Special Education, based on ``Numbers and Calculation`` domain. For that, this paper includes two distinct studies. First, the study to examine the curriculum achievement objectives for ``Numbers and Calculation`` domain for the first and second grade special students. Second, the study to examine the structure of current textbook for the same domain, and for those students. The results show that The Basic Curriculumfor the first and second grade special students focus on the Numbers and Calculation domain. Current domain is similar with former ``Number`` domain, or 2008`` first grade Mathematics Curriculum. When it comes to curriculum achievement objectives, those before ``Number Concept`` is evaluated in priority. This study also shows that ``Numbers and Calculation``, the textbook, reflects objectives in every class. In regard to the learning activities, they are superficially repeated based on the achievement objectives.

재택,순회 교사의 교육활동과 재택,순회 대상 학생의 가정환경간의 관계

권순황 ( Soon-hwang Kwon ) 대구대학교 한국특수교육문제연구소 2004 특수교육저널 : 이론과 실천 Vol.5 No.3

The purpose of this study was to investigate teacher``s service activities and attitude from family environment of residential and itinerant special education students. The subjects of this study were residential and itinerant special education students in Kyungsangnamdo, and the questionnaire was included two contents. One was family environment of residential and itinerant special education students, and the other was teacher``s service activities. In contents of the questionnaire, the family environment included status(information of careers, social-economical status, residential situation), structure(culture, educational needs of careers, communication model, interests of students achievement of careers), and social level, teacher``s teaching activities included attitudes, and degree of teaching technique. The results of this study were as follows; First, structure environment of residential and itinerant special education students had influence to teacher``s attitudes. Second, structure environment and career environment of residential had influence to teacher``s teaching activities.

도덕적 자아 형성 이론에 따른 청각장애 고등학생의 도덕 교과 교육의 전략 특성 연구

권순황 ( Soon Hwang Kwon ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.4

The purpose of this study was to explore the moral education strategies based on moral formative theory in high school students with hearing impairment The conclusions from this study were as follows. First, the moral ego formative theory is an effective theoretical model for integration of morality and ego in high school students with hearing impairment. Second, the moral ego formative theory have two approaches for moral education for in high school students with hearing impairment. The first one is integration strategy of their morality and ego following their cognitive development level and the other one is integration strategy of their morality and experiences level.

청각장애 특수교육 공통교육과정 국어과의 교육과정 수업 평가 일체화 쟁점 탐색

권순황(Kwon, Soon-Hwang) 한국청각·언어장애교육학회 2020 한국청각·언어장애교육연구 Vol.11 No.3

본 연구는 전통적으로 청각장애학생의 교육 지원을 학생들의 청력손실의 정도에 따라 실시하던 방법에서 벗어나 청각장애학생의 역량중심의 교육과정-수업-평가의 일체화를 통한 교육지원의 효율성을 살펴보고자 다음과 같은 연구목적을 설정하였다. 첫째, 2015 개정 특수교육 공통교육과정 국어과[청각장애]의 성취기준을 교육과정-수업-평가 일체화 측면에서 분석한다. 둘째, 2015 개정 특수교육 공통교육과정 국어과[청각장애]의 평가준거 성취기준을 근간으로 교육과정-수업-평가의 일체화에서 요구되는 쟁점을 밝힌다. 연구결과와 논의를 통해 얻은 결론은 다음과 같다. 첫째, 청각장애학생의 2015 개정 특수교육 공통교육과정 국어과의 성취기준은 국어과의 영역별로 고르게 개발되지 못하였으며 청각장애학생의 교육적 요구를 적절하게 반영하고 있지 않다. 둘째, 청각장애학생의 교육과정-수업-평가의 일체화는 청각장애학생의 학력수준을 고려한 교육과정 재구성과 학생수준을 반영한 평가준거 성취기준에 있다. 결론적으로 본 연구에서는 청각장애학생을 위한 국어과 교육과정 개발을 위하여 청각장애학생의 성취기준과 평가준거 성취기준이 제시되어야 함을 제안하고 있다. Educational support for deaf students has conventionally depended on the degree of their hearing loss. The current study suggests an alternative approach that employs competency-centered integration of curriculum-class-evaluation and assesses its efficiency. Expressly, we set up the following research purposes. First, we analyze the achievement standards of the 2015 revised Korean language and common curriculum for deaf students. Second, based on the curriculum for deaf students, we articulate issues concerned with integrating curriculum-class-evaluation. Our conclusions from the research findings and discussion are as follows. First, the achievement standards of the Korean language department in the 2015 revised special education common curriculum for deaf students do not adequately address the educational needs of the deaf students in that they have not been developed evenly for all areas of the Korean language education. Second, the integration of curriculum-class-evaluation for deaf students is based on the development of achievement standards considering the academic achievement of deaf students and the evaluation standards reflecting the student s level. In conclusion, this study proposes that the achievement standards and evaluation criteria of the hearing impaired students should be presented in order to develop the Korean language curriculum for the hearing impaired students.

사진교환 의사소통 체계 프로그램이 발달장애 유아의 말하기 표현 신장에 미치는 효과

권순황 ( Soon Hwang Kwon ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2006 정서ㆍ행동장애연구 Vol.22 No.1

본 연구는 `사진교환 의사소통 체계(PECS)` 프로그램이 발달장애 유아의 말하기 표현 능력에 미치는 효과를 알아보는데 있다. 연구대상은 전남의 C 초등학교 병설 유치원 남아 1명과 D 초등학교 병설유치원 남아 1명이며 연구설계는 대상자간 중다기초선 설계를 하였다. 연구기간은 2005년 9월 12일부터 2005년 12월 16일까지이며 측정은 말하기 행동이 발생하는 양을 수량화하여 백분율로 기록하였다. 본 연구의 결론은 다음과 같다. 첫째, 사진교환 의사소통 체계(PECS)프로그램은 발달장애 유아의 말하기 행동 중 의사소통 상황에서 요청하기 능력을 신장시켰다. 둘째, 사진교환 의사소통 체계(PECS) 프로그램은 발달장애 유아의 말하기 행동 중 의사소통 상황에서 승인하기 능력을 신장시켰다. 따라서 사진교환 의사소통 체계 프로그램은 발달장애 유아의 말하기 능력을 신장시키는 효과뿐 아니라 조기에 실제 환경에서 말하기를 효과적으로 신장시키는 중재프로그램이라 할 수 있다. The purpose of this study was to investigate the effects of communication ability on picture exchanging communication system(PECS) training for kindergarten children with developmental challenge. The subject for this study were two, and both of them was male and enrolled kindergarten in elementary school. For this study, two oral language skills were selected:(a) approval using oral language, (b) demanding using oral language. And each skill had four steps for training:(1) discriminating, (2) constructing sentence, (3) waiting, and (4)generalization. The design for this study was multiple-baseline design across subjects. From the results of this study, PECS training had an positive effect for improving using oral lane of kindergarten children with developmental challenge.