특수교육 질적 연구방법으로서 근거이론의 이론과 실제

이숙정 ( Suk Jeong Rhie ),이경아 ( Kyong A Lee ) 한국지적장애교육학회 2007 지적장애연구 Vol.9 No.1

중도· 중복장애학생 학교교육 현황에 관한 일고찰

이숙정((Rhie Suk Jeong) 한독교육학회 2010 교육의 이론과 실천 Vol.15 No.1

중도⋅중복장애 학생이 교육현장에서 어떤 교육을 받고 있는지 설명하고, 그들의 교육 요구에 비추 어볼 때 현재의 교육현실을 어떻게 평가할 것인지를 설명하기 위해 중도⋅중복장애 학생이 재학 중인 특수학교 48개교를 대상으로 84부 설문지 자료를 근거로 학교교육 현황을 2개 영역으로 구분, 1)해당 장애학생에 대한 전반적 인식 및 해당 학생을 위한 학교의 교육기반 영역과 2)교육과정 운영 영역에 대해 알아보았다. 연구결과 중도⋅중복장애 학생 담당교사는 해당 학생이 지닌 능력과 가능성에 대한 인식이 충분하지 못하며, 교육과정 등 관련 자료 부족을 이유로 해당 학생을 위한 적합한 교육활동에 대한 확신이 부족했다. 특히 교육과정 운영에 있어서 막연히 알고 있는 직무상의 어려움과 실제 느끼 는 어려움에 차이가 나타났는데 이는 교육활동에 대한 교사의 이론적 반성이 부족하다는 것을 의미했 다. 특수학교 교원양성 과정이나 연수과정에 특히 ‘표준전공이론’을 통한 보완조치 논의가 해결의 실마 리를 제공하리라 기대한다. With increased efforts to educate students with severe and multiple disabilities, there was not been an accompanying evaluation of current curricular implementation. Especially, the opinions of special educators have not been secured regarding curricular implementation for these students. This study is conducted to appreciate the implementation of school-curriculum in special educational school for students with severe and multiple disabilities. The survey was developed by the researcher to seek information from respondents. In order to validate contents of the survey, 15 special teachers were asked to identify the items from the questionnaire that teachers could influence. The survey included 22 indicators of the curricular basement area and 17 indicators of the curricular implemental area. A Sample of 84 special teachers who serve these students in special school nationwide. The results of this study indicated that respondents showed low degrees of recognizing of capacities and abilities of these students and they showed their uncertainty and helplessness in their own teaching-activities. To overcome these pedagogical limits, it is to propose an alternative policy for university-curriculum or teacher-training program like standard-qualification in terms of mastering about certain educational theories for these students. With the appropriate curricular contents and strategies could these educational political consent enhance the safety in the praxis.

인터넷 동호회 활동을 통한 장애아 부모들의 상호작용 유형 분석

이숙정 ( Suk Jeong Rhie ),이경아 ( Kyung Ah Lee ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.1

The purpose of this study was to construct of an interactive model between the web site club-members in cyber space. A club in cyber space has a large anonymous membership in general, so it is in need of specific methodical approach to find out the interactive relations and influences. Based on the grounded theory of Strauss & Corbin(1998), a self help-club in cyber space of parents for children with disabilities(ADHD)in Korea and its interactive styles as coping strategy were analyzed to construct an theoretical model of interaction between their parents. The results showed their interaction started from a causal condition need help and shock and through the interactions with various forms(encouraging, express their feelings, information etc.), the parents tried to overcome their shock and could accept the handicaps of their children. Furthermore there are another factors, which influence complexly how to build their own coping strategy: 1) contextual conditions (period of membership, the time of writing out and styles of messages) and 2) medial conditions(the quality of information and the types of delivering messages). In the various communicative styles of interaction provides this self-help club for parents 1) security base 2) agora for their social-political participation.

중도중복 장애학생 수업구성을 위한 기초적 관계(Elementare Beziehung)이론 분석

이숙정 ( Suk Jeong Rhie ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.4

The phenomena of communication and relations of the students with severe and multiple disabilities in their educational environment can be characterized as defect relationship, mainly due to the misunderstanding or neglecting of the first care-givers/teachers on their communicative requiring and purposing. Regarding these aspects, debates and arguments on learning and teaching to these children should be started with a fundamental question such as how they communicate or construct their own world, followed by the philosophical and anthropological reflecting on the existence of human-beings. In this paper, the elements and principles of theory elementary relation (Elementare Beziehung) of B. Fornefeld, a Professor at the University of Cologne in Germany, as an instructional concept for students with severe and multiple disabilities, were presented. Some of those principles are based on the philosophy of communication Bodenheimers, Body-Phenomenology of Maurice Merleau-Ponty and developmental theories like the attachment theory J. Bowlbys. In addition, a sample of effective instruction according this elementary relation-concept was introduced and analyzed and finally some issues of this relationship-oriented approach to these children were discussed.

특수교육학에서 현상학적 연구방법의 특징 - 중증장애 아동 교육연구를 중심으로 -

이숙정 ( Suk Jeong Rhie ) 한국특수아동학회 2005 특수아동교육연구 Vol.7 No.1

증거기반 실제의 질적 지표에 근거한 자폐성장애인 상황이야기 중재 단일대상연구 문헌분석

이숙정(Rhie, Suk Jeong),강윤아(Kang, Yoon Ah) 한국자폐학회 2020 자폐성 장애연구 Vol.20 No.2

본 연구는 국내에서 단일대상연구를 적용한 자폐성장애인 상황이야기 중재연구가 증거기반실제(Evidence Based Practice)에 부합하는지를 파악하기 위해 질적지표에 의거하여 분석하였다. 이를 위해 자폐성장애인을 위한 상황이야기 중재가 국내에 최초로 발표된 2000년부터 2019년까지 국내학술지에 게재된 상황이야기 중재 단일대상연구 23편을 분석하였다. 중재연구의 일반적 특성은 ①연구대상 특성, ②방법론적 특성, ③독립변인, ④종속변인으로 나누어 분석하였고, 증거기반 실제에 부합하는 정도는 Reichow 등(2008)이 제시한 질적지표에 근거하여 단계적으로 분석하였다. 중재의 일반적 특성 분석 결과, 첫째, 국내 상황이야기 중재는 6~11세 이하 연령의 초등학생 및 경증장애 아동에게 가장 많이 적용되었으며, 둘째, 상황이야기 중재연구는 특수학급과 클리닉(센터)등 주로 제한적인 환경에서 적용되고 있었다. 셋째, 상황이야기 중재는 주로 다른 중재들과 결합되어 사용되었으며, 넷째, 주요 종속변인은 사회적 상호작용이 가장 많고, 문제행동과 의사소통이 그 뒤를 이었다. 그 다음 증거기반 실제의 질적 지표에 근거한 분석 결과, 분석논문 중 증거기반 실제의 ‘높음’ 수준에 해당하는 연구는 없었고, ‘적절함’ 수준은 14편(60.9%), ‘미흡함’ 수준은 9편(39.1%)으로, 이는 국내 상황이야기 중재연구가 증거기반 실제의 상위 수준인 ‘과학적 기반의 실제(Established-EBP)’에 해당하는 것으로 평가할 수 있다. 논의에서는 자폐성장애인 상황이야기 중재연구의 질적 측면에서 증거기반 실제 수준을 제고하기 위한 세부 요소를 검토하고 향후 연구에 주는 시사점을 제시하였다. This study conducted an analysis with qualitative indicators to determine whether Social Stories research for autism spectrum disorder(ASD) conducted in Korea with the single-subject research is consistent with evidence-based practice. For this purpose, journal articles from 2000 to 2019 were systematically searched via research databases, and a total of 23 studies were chosen based on criteria for this study. General research characteristics were analyzed by classifying them in four categories; subject characteristics, methodological characteristics, independent variables, and dependent variables. The degree of conformity with evidence-based practice was analyzed through a multi-step process based on the qualitative indicators presented by Reichow and colleagues (2008). The result of the analysis based on qualitative indicators of evidence-based practices found no studies corresponding to “Strong” levels of the rigor of research reports, 14 studies(60.9%) with “Adequate” levels, and 9 studies(39.1%) with “Weak” levels. These results of evaluation of research report regor can be assessed as “established evidence-based practies(E-EBP)”, which is the highest level of evidence-based practice. The discussion reviews factors that enhance the level of evidence-based practice in terms of the quality of Social Stories for ASD and suggests implications for future research.

특수교육 저널: 이론과 실천 : 다감성적 스토리텔링을 통한 중도,중복장애학생의 초기 문해 능력 분석

정민주 ( Min Joo Jeong ),이숙정 ( Suk Jeong Rhie ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.3

In the field of education for people of profound intellectual and multiple disabilities(PIMD) of the UK and Germany has emerged MSSTTM and MSGETM in recent international issues. It focuses on early literacy ability, as well as cultural participation and self-realization of people with PIMD through the literary activities such as storytelling. This study aimed at examining the early literacy-related reactive behaviors of students with PIMD, when they are exposed to ``Mehrsinn Geschichten`` of the traditional fairy tale 「Kongji and Patzzi」. The subjects of the study included three students with PIMD. The ``Mehrsinn Geschichten`` of「Kongji and Patzzi」developed by this researcher was equally delivered to each of the students during five sessions. The students`` early literacy-related reactive behaviors were videotaped, recorded and then analyzed. The students`` early literacy-related reactive behaviors were analyzed based on the Affective Communication Assessment (ACA) on each of the students. The results were classified as: reactive behaviors according to sentence in each session; positive and negative reactive behaviors over entire sentences; and categories of positive and negative reactive behaviors over entire sentences. First, as for the students`` reactive behaviors according to sentence in each session, the students felt unfamiliar with the story at the beginning, but felt familiar later. Second, the reactive behavior of the entire story sentences were more or less by the rate of change and difference in student behavior. Positive action has increased as the session continued, the latter half showed a decline. On the other hand, negative effects act decreased as the session continued, the latter half showed a slight increase. Third, categories of positive and negative reactive behaviors over entire sentences included facial expressions, gestures, movements, and vocalizations. This study found that students with PIMD can acquire earlyliteracy ability.

심리운동과 감각통합치료가 ADHD성향 아동의 감각조절력 및 주의력에 미치는 영향

정수경 ( Soo Kyung Jeong ),이숙정 ( Suk Jeong Rhie ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

The purpose of this research is to compare and analyze the effect of the principles of Psychomotorik and sensory integration therapy with control of sensory modulation and attention of children with ADHD tendency. Children with ADHD tendency were randomly assigned to two different groups: Eleven to Psychomotorik group and nine to sensory integration therapy group. The results were, first, the Psychomotorik intervention showed a statistically significant difference in the control of sensory modulation and attention. Second, there was not a statistically significant difference on the effects of intervention between the two groups. Third, after comparing and analyzing the effects of intervention on each of the subcategories of ADHD, Psychomotorik intervention showed great effect on attention with combined type children, and sensory integration therapy as well showed great effect especially upon combined type children. The two kinds of intervention show positive effect on control of sensory modulation and attention upon children with ADHD tendency; therefore, an appropriate intervention applied considering the child`s behavior characteristic is expected to bring great effect.

지적장애 성인의 주거형태에 따른 가족기능과 자기결정력 간의 관계

이순자(Lee, Soon ja),이숙정(Rhie, Suk Jeong) 단국대학교 특수교육연구소 2010 특수교육논총 Vol.23 No.-

장애전문어린이집 과연령아동 보육활동 실태 및 교사요구 분석*

박유정(Park Yu-jeong),이숙정(Rhie Suk-jeong) 한국특수교육교과교육학회 2018 특수교육교과교육연구 Vol.11 No.2

본 연구에서는 매년 증가추세를 보이는 초등학교 취학면제 과연령 장애아동의 제반 보육 현황 을 파악하여 이들의 적절한 교육지원 방안을 위한 기초자료를 제공하고자 하는 목적으로 설문 연 구를 실시하였다. 이를 위해 서울과 경기도 소재 21개 장애전문어린이집과 이곳에 근무하는 38명 의 담당교사를 대상으로 과연령아동의 보육현황과 교사의 요구를 설문조사 하였다. 연구의 주요결 과로서, 장애전문어린이집 재원중인 과연령아동은 총 134명이며, 취학연령 이후의 재원기간은 대 부분 6년 미만으로 확인되었다. 과연령아동의 장애유형은 중도·중복장애가 단순장애의 4배에 달했 으며, 과연령아동의 보육활동은 주로 생활기능 및 신변자립 활동에 중점을 두고 진행되었다. 또한 연구에서는 과연령아동의 보육활동 및 보육관련 제반환경에 대한 교사의 인식을 검토하고, 이와 관련한 교사의 요구를 분석하여, 초등학교로의 전환교육 필요성과 부모 및 기관간 협력의 중요성, 나아가 중도·중복장애 과연령아동의 요구에 적합한 보육활동을 위한 행정적, 재정적 지원이 필요 함을 논의하였다. The purpose of this study is to research on the current enrollment status of the over-aged children, child care services and the environments in special daycare centers, located in Seoul and Gyeonggi Provinces which specializes in children with disabilities, and by analyzing the teachers needs in the facilities. The questionnaires were collected from 38 teachers in charge of the over-aged children from 21 daycare centers. The analyzed outcome of this survey is as follows. There are 134 over-aged children with disabilities throughout special daycare centers in Seoul and Gyeonngi Province. There are more boys than girls ages 6 to 8 years old. Severe handicapped-multiple handicapped is 4 times more severe than simple disabled. Based on the standard of mixed by age, over-aged children with disabilities are placed in classes. Child care services are mostly in the main group standard of child care services depending on the Nuri course. Then the program moves to the IEP and the disabled’s living function and their personal self-reliance activities follow after. Considering the child care services and all the related environment for the disabled over-aged children in specialized daycare center, they lack communication with other organizations related to health and cure even though they have the highest interest in over-aged children s health and safety, and furthermore, elementary school transit programs for over-aged children are indicated. The teachers responsible for over-aged children care services desire to develop the appropriate education curriculum for the children and intervention method on over-aged children s problematic behavior. The highest number of teachers do not want to prolong appropriate child care hours for over-aged children.