최영은 Young-eun Choi , 최성규 Sung-kyu Choi

DOI: Vol.14(No.2) 1-19, 2010

The purpose of this study was to investigate effects of reading guidance by using children’s poems on self-expression and sociality of underachievers. The subjects of this study were selected among fifth-graders of two classes in J elementary school located in Daegu Metropolitan City. After the diagnostic assessment of coursework(2009) for fourth-graders in elementary schools for which Ministry of Education, Science and Technology established standards of development, distribution, and achievement was applied to the students, four students who failed to satisfy the standards of achievement in one or more subjects including Korean Language, Mathematics, Social Studies, Sciences, and English Language were selected to be the subjects of this study. Out of the four, two were excluded because of opposition of their parents and taking classes for institutes, and the rest two underachievers were the final subjects. The subjects underwent a 24-session reading guidance program by using children's poems and were investigated of their changes in self-expression and sociality via pre-test and post-tests. The conclusion of this study based on the results are as follows. First, the reading guidance by using children's poems had positive effects on improvement in self-expression of underachievers. The subjects who underwent the reading guidance by using children's poems showed positive changes in four sub-domains such as opinion expression, characteristics or attitude, and physical self-expression, respectively. Second, the reading guidance by using children's poems had positive effects of enhancement of sociality of underachievers. The subjects who underwent the reading guidance by using children's poems showed positive changes in that the scores of sociality test were higher when compared to those of the pre-test. Conclusively, the reading guidance by using children's poems not only presented underachievers with opportunity to appropriately express themselves but made them acquire emotional and psychological stability for underachievers by expressing the world as language as they saw.

동시, 독서지도, 학습부진아, 자기 표현력, 사회성, Poems, Reading Guidance, Underachievers, Self-Expression, Sociality

원상화 Sang-hwa Won

DOI: Vol.14(No.2) 21-41, 2010

The study will introduce and analyze the trend in Germany's special support programs, and simultaneously understand problems encountered in Korean government's special support programs. It will also suggest appropriate course of actions. By observing Germany's special support programs, one may discover the formation of special support programs and categories of special supports that are intended for pre-school children and school aged children. Germany consists of 16 states, and each state has distinct support program and operates separately. The study will focus mainly on two states (Bayern, Baden-Wuerttemberg and Sachsen-Anhalt) that exemplify success cases. Under Korea's current special education laws for the disabled, special support programs are within educational welfare department. Thus, the extent of the study will be based on educational welfare. The study was conducted using comprehensive methods by relying on information from web sites and social science literature. In conclusion, Germany considers developmental disabilities as a social issue, responsibility of Germany as a country. As a result, families and individuals will experience lightened monetary burden. Germany's special support programs will bring out positive effects that include improvement in cognitive skills, social integration, and self determination. In addition, early involvement principles which are total and family centered, interdisciplinary, transdisciplinary, and continuing are constituents of Germany's special support programs.

독일, 장애아동 특별지원서비스, 교육복지, Germany, Special Support Program, Educational Welfare

장영희 Young-hee Jang , 박현희 Hyun-hee Park , 김유숙 Yoo-sook Kim , 김동순 Dong-soon Kim , 권기한 Ki-han Kwon

DOI: Vol.14(No.2) 43-54, 2010

To satisfy the needs of medical rehabilitation of disabilities and prepare a foundation for their social integration, a public health center, an official medical care system managed by the government, should actively participate in rehabilitation projects and provide a variety of relevant services. It is suggested that a general public medical care system should be developed and various services such as medical care, rehabilitation, prevention of diseases and social participation for social integration of disabilities should be comprehensively secured. By analysing the management conditions of rehabilitation projects in Seogu, Gwangju, this study discovered that medical staff of public health centers should be continuously observed and evaluated through connection with local welfare centers or facilities and it is expected that organized and consistent results obtained will be important data to present directionality of future projects. In addition, it is suggested that consistent community-based rehabilitation(CBR) will help disabilities to enter into social life naturally through practical connection of resources in communities.

장애인, 지역사회중심 재활사업(CBR), 재활치료, Disabilities, Community-Based Rehabilitation(CBR), Rehabilitation Therapy

박영남 Young-nam Park , 추연구 Youn-gu Chu

DOI: Vol.14(No.2) 55-79, 2010

The purpose of this study was to find out the differences in parents’ perception and need on inclusion targeting parents of general children and children with disabilities who actually receive the inclusion. The questionnaire were sent to 230 parents (70 parents of children with disabilities, 160 parents of general children) in integrated classes of 10 elementary schools located in Chuncheon City, and then 192 questionnaires were collected(50 parents of children with disabilities, 142 parents of general children) and analyzed. The results are summarized as follows. First, as for the difference in parents’ perception on inclusion, two groups perceived general opinions on inclusion differently(understanding on inclusion, ideals of education in the same educational environment, necessity of inclusion, degree of interest of general children’s parents in children with disabilities). In addition, two groups showed different perception on the opinions about parent education(necessity of parent education for inclusion, opinion of participation in parent education, proper method for parent education) when inclusion is performed. As for the effect of inclusion on general children(positive effect of inclusion on general children, attitude of general children toward children with disabilities), there was not significant difference, however, they perceived differently the negative effect of inclusion on general children. The effect of inclusion on children with disabilities(positive effect of inclusion on children with disabilities, influence of inclusion on children with disabilities) showed no difference in two groups’ perception, on the contrary, the perception on the effect of inclusion on children with disabilities was different. As for method of inclusion(operation type of inclusion, qualification of teachers, proper number of children with disabilities per class, effective method of class organization), there was a difference in two groups’ perception, but the perception on degree of disability available to inclusion, effective time of inclusion were not different. As for problems in operation of inclusion(urgent problems to be handled, the greatest problem in integrated class), there was no difference in perception, however, two groups perceived differently the most important problem in operating inclusion. Second, parents of children with disabilities had more demand on need for teacher, education program, facility·equipment, systematic·administrative support, and use of community resources than parents of general children. However, there was no significant difference in four sections except for need for use of community resources. In addition, two groups showed higher demand upon inclusion responding ‘necessary’ or ‘very necessary’, in particular, demand on facility·equipment was the greatest among five sections.

통합교육, 통합학급, 부모의 인식, 부모의 요구, Inclusion, Integrated Class, Parents’ Perception, Parents’ Need

이재욱 Jae-wook Lee , 이재욱2 Jae-wook Lee2

DOI: Vol.14(No.2) 81-100, 2010

The purpose of this study was to investigate the effects of generalization of stress expression behavior in school life using Power Card Strategy to a child with Asperger Disorder. The subject participated in this study was thirteen-year child with Asperger Disorder enrolled in elementary school. The subject has been trained with Power Card Strategy for three weeks for acquiring stress behavior expression. Data was taken and analyzed from the interviews with his classmates and special classroom teacher and daily recording report written by his mother. As the result, we found that Power Card strategy was effective on generalization of stress expression behavior in school life. Also, Power Card strategy had significant influence on the length of utterance and the usage of various theme in school life.

아스퍼거 장애 아동, 파워카드 전략, 스트레스 표현 행동, 학교생활, A Child with Asperger Disorder, Power Card Strategy, Stress-Behavior Expression, School Life