여광응 Kwang-eung Yeo , 한창욱 Chang-wook Han

DOI: Vol.11(No.2) 1-25, 2007

This study is to find out effects of static coordination ability, hand movement coordination ability, general movement coordination ability by applying aquatic rehabilitation exercise in order to improve motor coordination ability of children with mental retardation. The study applied single subject design to find out effects of motor coordination ability, applied to multiple baseline design. The experience of the study practiced for total 27 sessions, for total 9 weeks, 3 days a week, maintenance test practiced for 3 sessions, interval of week after finishing experience. The conclusions of the study are as follows; First, aquatic rehabilitation exercise have an positive influence on static coordination ability of children with mental retardation. Second, aquatic rehabilitation exercise have an positive influence on hand movement coordination ability of children with mental retardation. Third, aquatic rehabilitation exercise have an positive influence on general movement coordination ability of children with mental retardation. In conclusion, the findings showed that aquatic rehabilitation exercise have an positive influence on motor coordination ability of children with mental retardation. Therefore, aquatic rehabilitation exercise for children with mental retardation will be ideal method.

정신지체, 수중재활운동, 운동협응능력, mental retardation, aquatic rehabilitation exercise, movement coordination ability

조용태 Yong-tae Cho , 유경미 Kyung-mi Yoo , 함현진 Hyun-jin Ham

DOI: Vol.11(No.2) 27-45, 2007

The purpose of this research was to investigate the effects of group arts psychotherapy on sociability of abused children. Two research questions were made form review of the literature, as follows; First, how effects of group arts therapy on sociability of abused children? Second, how changes in session process of group arts psychotherapy on sociability of abused children? The results obtained from the research are as follows: First, group arts psychotherapeutic activities are had positive effects on sociability of abused children. Particularly, positive effects found that on social interaction of abused children. Second, positive changes found that on sociability of abused children.

집단예술 심리치료, 피학대아동, 사회성, group arts psychotherapy, abused children, sociability

민천식 Chun-sik Min , 한철수 Chul-su Han

DOI: Vol.11(No.2) 47-68, 2007

This study is a single subject experimental research to find the effects of the Horticultural Therapy program on a self-concept of students with Intellectual disability, and specific dependent items are selected of scholastic self-concept, social self-concept, physical self-concept, and emotional self-concept. The conclusions derived from the result of this study were as follows; Firstly, the horticultural therapy program is efficient to improve the scholastic self-concept of students with intellectual disability. Through raising vegetations as well as planting chrysanthemum, tomato, and anthurium, those students with intellectual disability seemed like to improve the scholastic self-concept by becoming confident that they could plant and raise vegetations, gaining their power of concentration and willingness to do anything, and therefore leading to positively participating in learning activities. Secondly, the horticultural therapy program is efficient to improve the social self-concept of students with intellectual disability. Through touching and watering vegetations, they seemed like to improve the social self-concept by gaining ability of interacting each other and watching their works and gainging self-confidence for communication with their friends with more confident. Thirdly, the horticultural therapy program is efficient to improve the physical self-concept of students with intellectual disability. In order to plant and garden vegetations, they must move a whole body and think in a pleasure way. Thus, they showed something positive on all the activities, and therefore leading to improving the physical self-concept. Lastly, the horticultural therapy program is efficient to improve the emotional self-concept of students with intellectual disability. They seemed like to improve the emotional self-concept by having emotional stabilities through having interest in vegetations and taking care of them with a love.

원예활동, 지적장애아, 학업적 자아개념, 사회적 자아개념, 정서적 자아개념, 신체적 자아개념, Horticultural Therapy program, Intellectual disability, scholastic self-concept, social self-concept, physical self-concept, emotional self-concept

장성집 Soung-jip Jang , 이점조 Jeom-jo Lee

DOI: Vol.11(No.2) 69-95, 2007

This study tries to examine, through reviewing previous work, what causal relationship the leadership and school culture that has positive influence onthe behavior of school personnel engaging in integrated education, their value and belief, and development of the whole organization’s objectives and its own growth has with school restructuring and the effectiveness of the integrated education. We know that principals’ leadership is very important in creating and maintaining positive school culture. A new school culture is possible when principals present visions, values, and beliefs that can be shared with school members, and the members can share and extend them. It can be noted that school managers’ practice of positive leadership can promote school restructuring and in effect contribute to the creation of positive school culture. In addition, principals’ leadership appears not only to be closely related with school effectiveness, but also to be a significant variable in enhancing it. As such, school culture, school restructuring, and school effectiveness have static correlations, and school culture and school restructuring are important variables in increasing school effectiveness. We can infer that if integrated education is an action requiring changes in the whole school system, the existing school culture is required to be reorganized, and that if a school is restructured, then the school’s effectiveness can be enhanced, which also can possibly increase the effects of integrated education.

학교장 리더십, 학교문화, 학교 재구조화, 학교 효과성, 통합교육 효과, Principals, Leadership, School Culture, School Restructuring, School Effectiveness, Integrated Education

민천식 Chun-sik Min , 오재석 Jae-suk O

DOI: Vol.11(No.2) 97-122, 2007

The conclusion derived from the result of this study were as follows; Firstly, the mind-developing program with peer in inclusion is efficient to improve the scholastic self-concept of children with Intellectual Disability. Those Intellectual Disability, who felt a sense of inferiority on their learning ability, seemed like to improve their scholastic self-concept by becoming interested in what they learned, gaining confidences in their ability, and becoming affirmative on their learning abilities. Secondly, the mind-developing program with peer in inclusion is efficient to improve the social self-concept of children with Intellectual Disability. Those Intellectual Disability, who were not well integrated with their parents, teachers, and friends, seemed like to improve the social self-concept by getting on very well with other same-aged friends, satisfying with the relationships with their teachers, and thinking their parents love them. Thirdly, the mind-developing program with peer in inclusion is efficient to improve the physical self-concept of children with Intellectual Disability. Those Intellectual Disability, who were not confident of their body, appearance, and kinesthesia, seemed like to improve the physical self-concept by becoming satisfied with their body and appearance and positively participating in a physical exercising class. Lastly, the mind-developing program with peer in inclusion is efficient to improve the emotional self-concept of children with Intellectual Disability. Those Intellectual Disability, who used to be too cautious, behaved capriciously, and were lack of self-confidence, seemed like to improve the emotional self-concept by delighting in exposing themselves to public and enjoying their school life through the minddeveloping program.

심성계발 프로그램, 지적장애아동, 학업적 자아개념, 사회적 자아개념, 정서적 자아개념, 신체적 자아개념, children with intellectual disability, mind-developing program, social self-concept, physical self-concept, emotional self-concept

김태종 Tae-jong Kim , 여광응 Kwang-eung Yeo

DOI: Vol.11(No.2) 123-140, 2007

The purpose of the study is to investigate an efficient way of improving the learning encouragement activity through a analysis for the level of role expectation that teachers and in-school supervisors (head teachers & deputy teachers) are currently recognizing with reference to the learning encouragement activities in schools for the handicapped. The level of role implementation that in-school supervisors recognized was lover than the level of role expectation that they perceived regarding in-school learning encouragement activities. Thus it requires that type and methodology of supervision activity should be individualized and diversified in harmony with needs analysis and developmental features of teachers to improve their teaching skills and professional development; this is one of fundamental skills of supervision. Supervisors should make every effort to not only provide teachers with assistance, but also encourage and collaborate with them rather than directing and ordering what teachers do. Teachers expect supervisors to play their role as a supporter and a collaborator. Therefore, it would be very beneficial and efficient if teachers at lover developmental level are given an opportunity of on-the-spot learning encouragement activity. It would be helpful if peer-and self-supervision activities are provided with teachers as learning encouragement activities to improve the quality of teaching and learning in schools for the handicapped.

장학담당자, 교사, 역할기대, 수행수준, 특수학교, supervisors, Special Education teachers, role expectation, special school

이인욱 In-ook Lee , 강영하 Young-ha Kang

DOI: Vol.11(No.2) 141-159, 2007

The purpose of a study was to examine the effects of interpersonal conflict resolution program on the conflict resolution method and sociabilities of an elementary school seniors. The subjects of this study were 34 fifth grade students who were selected randomly based on their classes. The one class(n=17) was assigned as experimental group and the other class(n=17) was assigned as control group. The experiment group students participated in the interpersonal conflict resolution program. After treatment, the interpersonal conflict resolution test and sociabilities test were administered for both group. The data were analysed by t-test for independent group. The results were as follows; First, the interpersonal conflict resolution program had the effects on intensify conflict of the interpersonal conflict resolution methods of elementary school seniors, but not mitigate conflict. Second, the interpersonal conflict resolution program had the effects on the sociabilities, especially diligence and respect for law.

갈등, 갈등해결방식, 대인간 갈등해결 프로그램, conflict, conflict resolution method, inter personal conflict resolution program