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박경란 ( Park Kyungran ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.4
[Purpose] This study aimed to find implications for setting the direction of educational support for deaf-blind students in Korea by analyzing the present condition and educational status of deaf-blind students in Japan. [Method] To this end, policy data on the deaf-blind from the Japanese Ministry of Education, Culture, Sports, Science, and Technology were analyzed. Laws related to special support education and learning guidelines for special support schools were also analyzed. [Results] First, in Japan, no legal definition of ‘deaf-blind’ has been established, and the term ‘deaf-blind (Mourou)’was being used. Among the 14,000 deaf-blind people in Japan, 555 are estimated to be school-aged. The percentages of ‘low vision and hard of hearing impaired’ or ‘blind and hard of hearing impaired’ students were higher than the percentage of ‘deaf-blind' students, and a high percentage of students had other disabilities apart from deaf-blindness. Second, Japan finds disabilities through ‘infant and child health screening’and ‘school enrollment health screening'. Moreover, Japan emphasizes a connected support system through cooperation in related fields, such as health, welfare, and education. When a disability is found through screening, an ‘individual support plan’ is established to counsel and support the disabled person. If the person is of school age, this plan is converted to an ‘individual education support plan’ and support services are provided by special support schools. Third, in Japan, the curriculum for deaf-blind students requires additional ‘self-reliance activities’ along with an education equivalent to the general curriculum. In particular, considerations for the selection and use of communicative means are specified in the ‘communication’ part of the‘self-reliance activities'. To foster the expertise of the teachers of deaf-blind students, the Japanese‘National Institute of Special Needs Education’ offers and annual workshop, and the ‘National Research Society for Deaf-blind Education’ has been established to share cases of deaf-blind education practices. [Conclusion] Based on the research results, implications were found regarding the diagnosis and evaluation of deaf-blind students, educational placement, the organization and implementation of the curriculum, and the development of teacher expertise.
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예비특수교사의 지적장애 특수학교 사전실습 프로그램 참여 경험
박영근(Park, Yungkeun),이태훈(Lee, Taehoon),김미경(Kim, Mikyong),박경란(Park, Kyungran) 이화여자대학교 특수교육연구소 2017 특수교육 Vol.16 No.4
연구목적: 본 연구는 특수교사를 양성하는 교원양성 대학에서 2년간 사전실습 프로그램에 참여한 학생들을 대상으로 사전실습 프로그램에 참여하면서 있었던 주된 경험 및 느낀 점들에 대해 살펴봄으로써, 우수한 특수교사 양성을 위한 기초자료를 제공하는데 목적이 있다. 연구방법: 이 연구의 목적을 위해 2년간 사전실습 프로그램에 참여한 30명의 예비특수교사들이 이 프로그램에 참여하는 동안 배우고, 경험하고, 느낀 점을 형식에 구애받지 않고 반구조적인 감상문 형태로 작성하도록 하였으며, 이후에 5명을 선정하여 반구조화 심층면담을 실시하였다. 질적연구 방법인 지속적 비교 연구법을 활용하며 분석하였다. 연구결과: 사전실습프로그램에 참여하는 동안 예비특수교사들은 특수교사가 되기 위한 다양한 현장역량들을 많이 기를 수 있었던 것으로 나타났다. 예비특수교사들은 특수교육 현장과 지적장애 학생들을 보다 실제적으로 이해할 수 있게 되었고, 2년간의 사전실습 프로그램 경험을 통해서 4학년 1학기에 참여할 정규실습에 대비하기 위한 수업능력향상, 수업시연 자신감 향상, 문제행동 대처방법 숙지에 도움을 주었다. 뿐만 아니라 전공학업이해 증진 및 예비특수교사로서의 진로 확신을 가질 수 있었다. 결론: 예비특수교사들의 현장역량강화를 위해서 4주간의 정규실습 전에 반드시 체계적인 사전실습 프로그램이 제공될 필요가 있다. Purpose: The purpose of this study was to investigate major experiences of preservice special education teachers while participating in the pre-practicum program for two years, to provide basic information to train quality special education teachers. Method: For this purpose, 30 preservice special education teachers in the department of special education at a university in Jeonnam province were asked to write semi-structured impressions about what they had learned, experienced, and felt during the two years’ pre-practicum program. Among 30 preservice special education teachers, 5 were selected as participants of semi-structured in-depth interviews. Results: Preservice special education teachers developed various overall competencies to become quality special education teachers while participating in the pre-practicum program. Preservice special education teachers could understand the special education field and students with intellectual disabilities from a practical perspective. This two years’ experience was beneficial for preservice special education teachers to prepare the practicum they will participate in during the first semester of the senior grade by becoming confident in preparing for classes and teaching demonstrations and how to address behavioral issues of students with intellectual disabilities. Additionally, it was beneficial for students to understand academic knowledge and gain confidence in career choices. Conclusion: It is necessary to provide a systematic pre-practicum program before participating in 4 weeks’ practicum for preservice special education teachers to gain various overall competencies as quality special education teachers.
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김수일(Kim SooIl),박경란(Park KyungRan),이영호(Lee YoungHo),김원식(Kim WonSik) 대한체질인류학회 1993 대한체질인류학회지 Vol.6 No.1
중남대학교 의과대학에서 해부학 실습중 위창간악동액과 아래장간막동액이 두 동맥의 기시부로부터 연결고리 (anastomotic loop) 를 형성하고 있는 변이 1 예를 발견하게 되었다. 이 변이는 위장간막동액의 기시부로부터 약 lcm 와 아래창간막동맥의 기시부로부터 약 4cm 부위를 연결하는 고려로서 굵기는 약 0.5em 정도로 전세 고리에서 비슷하였고 길이는 약 13cm 였으며 상하 기시부로부터 각각 약 5cm 되는 곳에 위왼결장동맥과 왼결장동맥으로 생각되는 가지들을 내고 있었는데 이는 중심장간악동맥간 연결(central intermesenteric arterial com munication ) 로 인정되었다.
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