이점조 Jeom-jo Lee , 최영희 Young-hee Choi

DOI: Vol.13(No.1) 1-33, 2009

The present study conducted a survey with the object of examining difference in Sunday school teachers’ perception on the reality of Sunday school inclusion, and providing basic materials for disabled students to get Sunday school inclusion effectively. The subjects of this study were 246 teachers in charge of disabled student parts and 215 teachers in charge of non-disabled student parts at the Sunday school of ordinary churches in a large city. The teachers included those of infant-preschooler parts, elementary parts, middle school parts, and high school parts. Conclusions drawn from this study are as follows. First, with regard to the teachers’ perception on the reality of Sunday school inclusion, teachers in charge of disabled student parts perceived general inclusion and difficulty in inclusion higher than those in charge of non-disabled student parts. Second, with regard to difficulties in Sunday school inclusion, perception of the difficulties was higher in female teachers than male ones among the teachers in charge of disabled student parts, and in male teachers than in female ones among the teachers in charge of non-disabled student parts. Perception on teachers’ specialty was higher in teachers without a certificate and those who graduated from a university or higher than in those who graduated from a school lower than university among both teachers in charge of disabled student parts and those in charge of non-disabled student parts. The necessity of inclusion was perceived more highly by teachers of elementary students than by those of infants and preschoolers. For successful inclusion in Sunday school, ordinary church believers’ perception of the disabled is important. Therefore, continuous research and promotion are required, and at the same time, empirical research should be continued for creating practical environment to execute Sunday school inclusion.

교회학교 통합교육, 장애학생부 담당교사, 비장애학생부 담당교사, Sunday School Inclusion, Teachers in Charge of Disabled Student-Parts, Teachers in Charge of Non Disabled Student Parts

김경애 Kyung-ae Kim

DOI: Vol.13(No.1) 34-53, 2009

The purpose of this study was to examine the impact of an art therapy program on the family concept and self-esteem of institution-alized children with mental retardation. The subjects in this study were institutionalized sixth-grade children who suffered from mental retardation and attended H special school in the city of Pusan. An art therapy program was implemented, and a pretest and posttest were conducted to see if they underwent any changes and showed any improvement. The findings of the study were as follows: First, the art therapy program exerted a positive influence on the family concept of the institutionalized mentally retarded children. Second, the art therapy program had a positive impact on the self-esteem of the institutionalized mentally retarded children. Therefore the art therapy program could be said to be very effective at boosting the family concept and self-esteem of the institutionalized mentally retarded children. Art therapy is more than a mere vehicle by which one expresses what's beyond description. That makes it possible to improve the concept and self-esteem of clients by letting them talk about their personal feelings, ideas, experiences, values and belief, which serves as an opportunity for them to learn to understand themselves in a new light and change their viewpoint while they express themselves through art.

미술치료 프로그램, 가족개념, 자아존중감, Art Therapy Program, Family-Concept, Self-Esteem

강윤희 Youn-gu Chu , 추연구 Yun-hee Kang

DOI: Vol.13(No.1) 54-71, 2009

The purpose of this study is to know how non-disabled children's attitude toward disabled children can change conducting the disability understanding program. Results of this study are as follows. First, of disability acceptance attitudes of non-disabled children, to know the change of cognitive, definitive factor, the experimental group that applied to disability program made a difference statistically in the pretest and the posttest compared to the controlled group. Second, of disability acceptance attitudes of non-disabled children, to know the change of behavioral factor, the experimental group that applied to disability program made a difference statistically in the pretest and the posttest compared to the controlled group. Third, to know the change of disabled children's attitude about inclusive education, the experimental group that applied to disability program made a difference statistically in the pretest and the posttest compared to the controlled group.

장애 이해 프로그램, 장애 수용, 장애 체험, Disability Understanding Program, Disability Acceptance, Disability Experience

권주석 Kwon Ju-seak

DOI: Vol.13(No.1) 72-89, 2009

The study was investigated on epistemology of postmodernism in the education for mental retardation students. To analysis the literature on this subject, the concrete purpose as follows. First what was the educational meanings of the postmodernism. Second, what was the educational meanings on epistemology of postmodernism in the education for mental retardation students. Third, how to design curriculum for the mental retardation students in perspective on epistemology of postmodernism. This study discussed on educational meaning of postmodernism. This issues were discussed on the concepts of postmodernism, the change of an outlook on the world, educational thought. The epistemology of postmodernism were discussed on the concepts on cognitive subjects, the knowledge of postmodernism. The curriculum for the mental retardation students in perspective on epistemology of postmodernism were investigate on general curricular contents and curricular contents for the mental retardation students in perspective on epistemology of postmodernism.

포스트모더니즘, 정신지체교육, 정신지체 교육과정, 인식론, Postmodernism, Education for Mental Retardation, Curriculum for the Mental Retardations, Epistemology of Postmodernism

강미라 Mi-ra Kang

DOI: Vol.13(No.1) 90-124, 2009

The purpose of this study was to survey the perceptions by child care teachers playing major roles and taking primary responsibilities in child care settings. In doing so, 500 teachers were asked to fill in a questionnaire with a total of 23 questions as to the matters at hand (feedback of 81% received). The analysis of the survey reveals firstly that while the teachers have restricted knowledge of laws and politics related to the inclusive child care, they appreciated very deeply the philosophy of inclusion. Secondly, their perception is not very much influenced by their 「work places」and 「careers」, but statistically significant differences have been shown in the 「types of classes」. Thirdly, the teachers who participated in disability-related training have higher level of perceptions in all items than those who not participated, which suggests that 〔inclusive child care〕must be included in the curriculum for child care teachers’ training. Furthermore, the teachers who had experience working with children with disabilities have higher level of conceptions in all items than those who didn't, which suggests that〔practice for inclusive child care〕must be provided in the curriculum for child care teachers’ training. Finally, suggested is a social supporting system for promoting inclusive child care services in quality.

보육교사, 인식, 통합, 사회적 지원체제, Child Care Teachers, Perceptions, Inclusion, Social Supporting System