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지체부자유학생을 위한 학교교육과정 적용에 따른 교사ㆍ학부모의 인식 수준
한홍석,강성종 국립특수교육원 2005 특수교육연구 Vol.12 No.2
현행 국가수준의 교육과정기준은 지체부자유학생을 위한 학교교육과정을 편성ㆍ적용하도록 하고 교육과정 내용을 다양화ㆍ적합화 하도록 하는 계기를 마련하고 있으나 학교 현장에서는 정착화 되지 못하고 있는 실정이다. 이에 본 연구는 지체부자유학생을 위한 학교교육과정 적용에 따른 교사와 학부모가 인식하는 수준을 조사하여 그 결과를 토대로 학교교육과정 적용 방안을 제시하는데 목적을 두었다. 연구의 결과, 현행 지체부자유학생을 위한 학교교육과정의 인식 수준이 매우 낮음과 동시에 변화를 촉구하고 있음을 확인하는 계기가 되었다. 따라서 지체부자유학생을 위한 학교교육과정 적용을 정당화하기 위한 적용 방안을 제시하였다. It was April. 15, 1967 when the special school's curriculum was made for the first time in Korea. Since then, the special curriculums for the physically disabled learners have been made and revised in different times for each type of disabled learner, but based on the time when the curriculum for general schools was revised for the first time, at present, the 7th curriculum for special schools, which was revised from the 6th curriculum, is being implemented. Also, evidently, much development has been achieved in the curriculum of special schools. The current standard of the curriculum under the Korean government makes the school curriculum for the physically disabled learners additionally organized and performed. Also, it provides an opportunity to make the contents of curriculum varied and fit for the physically disabled learners. However, this measure fails to be properly applied to the real school. Accordingly, this study has a purpose of researching how much the teacher, a subject of education for the physically disabled learners, and parents, who are educational recipients, are satisfied with the application of the special curriculum for the physically disabled learners. Then, based on the result of the research, we aimed at coming up with the measures for applying this special curriculum to the real educational status of schools. According to this study, it was disclosed that the current school curriculum for the physically disabled learners was regarded as unfit. Also, through this study, we could confirm that teachers and parents are pursuing new changes in curriculum. Therefore, We came up with the measures for justifying that the special curriculum is applied to schools.
경증 자폐증 청소년의 사회성 발달을 위한 소비생활 훈련 프로그램의 효과
한홍석,허노덕,강위영 국립특수교육원 1995 특수교육연구 Vol.2 No.-
Autistic adolescents need direct, systematic training of social skills since mojor difficulties in communication, lack of empathy, and various change during adolescence present major roadblocks to the acquisition of normal interpersonal relationships and increasing independence. This study designed and implemented a social skills training program and attemped to evaluate its effectivencess with four autistic adolescents. Findings based on objective measures as well as subjective reports indicated that each subject made some gains in targeted social skills over the course of treatment. Major benefits of the program included individualized treatment, positive social experiences, and training in a naturalistic setting such as super market and fast food restruant. In addition, subjects learned skills that were fun as well as practical and had opportunities to interact with people in Lotte Department Store. The results indicated that training in a naturalistic setting is beneficial since people with autism have problems with generalization. Also, one to one instruction, modeling, coaching and role-playing seem to be effective techniques for teaching social skills to autistic youth. Finally, a satisfactory teacher-subject match facilitated rapport building and is likely to contribute the efficacy of a social skills training program. A careful review of this study's limitations suggest that several other factors should be considered when implementing a social skills training program. First, the length of the program should be adequate to provide enough time for subjects to adjust to a new situation, develop attachments to teachers, and practice the skills introduced. Data collection procedures should include rigorous objective measures.