송브라이언병 Brian Byung Song , 이지은 Ji-eun Lee

DOI: Vol.15(No.3) 1-26, 2011

This study investigated the muscle activation in pelvic during sitting and standing for the children with cerebral palsy depends on their own unique physical characteristics. We analyzed the muscle activities in Gluteus Maximus, Biceps Femoris, Medial Hamstrings, and Gluteus Medius. The subjects were 9 cerebral palsy who were age between 7 to 10(average 7.8 year old). The EMG, Myotrace 400, was used to analyze the muscle activation. First, the child, who can not abulate, with spastic and anterior pelvic tilting showed the stability using the contracture in Medial Hamstrings and Biceps Femoris. The second spastic child showed there is differences between two lower extremities and shifting his weight to lower muscle activation side for the stability which makes unable to ambulate. The spastic child also was not able to abulate due to shifting his weight one side. Second, for the child, who was abe to ambulate, had symmetrical muscle activation in both sides. However, the child, who could ambulate, showed shifting his weight to right side, and there were 41.2 micro N and 29.8 micro N differences which was similar muscle activation in children with hemiparsis. From this study we could find out that the ambulation for the children with cerebral palsy depends on the muscle activation and asymmetrical muscle contraction. The ambulatory children show the asymmetrical muscle contraction even though they are the same type of cerebral palsy due to different body part involvements and different sitting postures. The cerebral palsy children need to be evaluated the muscle tone and muscle activation specifically in sitting and standing as the process to achieve the ambulation.

뇌성마비, 골반 주변근, 근 활성도, 근전도, Cerebral Palsy, Pelvic Muscles, Muscle Activation, EMG

김병수 Byung-su Kim , 정동영 Dong-young Chung

DOI: Vol.15(No.3) 27-46, 2011

The purpose of this study, using a mind map writing this study of teaching methods to modify the sentence fluency of middle school students with intellectual disabilities and composing abilities was to investigate the effect of configuration functionality is its purpose. Selected in order to achieve these objectives the following research questions. First, using mind mapping to write the modification of teaching middle school students with intellectual disabilities in the sentence fluency what is the impact? Second, using mind mapping to write the modification of teaching middle school students with intellectual disabilities in the composing abilities what is the impact? Using mind mapping as in writing or teaching methods and modification of the sentence than the direct command of faculty to increase proficiency in the context of the increase in vocabulary and sentence structure to understand the grammatical rules were effective composing abilities comes to mind map write a modification of teaching methods using the direct teaching of students with intellectual disabilities compared to the ability to post to help you configure the passage between the logical components such as the ability to improve overall writing skills will prove a more effective strategy.

마인드맵, 문장 구사력, 글 구성력, 교수방법 수정, 교수 수정, Mind-map, Sentence Fluency, Composing Ability, Instructional Method, Instructional Modification

이은혜 Eun-hye Lee , 강경선 Kyoung-sun Kang

DOI: Vol.15(No.3) 47-68, 2011

The purpose of this study was to examine the effects of music therapy based on an improvisation program using imitation and reflection techniques on the stereotyped behavior of autistic children. For this study, three autistic children aged 11 to 13 from S Welfare Center for the Disabled were agreed to participate in the study. This study was designed using the single-subject repeated-measures design method and was an ABA type program which operated 20 sessions in total. In the pre-baseline phase, the children played musical instruments. Then, a non-directed improvisation program which applied imitation and reflection techniques was conducted in the therapeutic musical intervention period. As a result, the stereotyped behavior of each child (child 1: rapping, child 2: rubbing the mouth, and child 3: hand flapping) during the therapeutic musical intervention period was reduced 60%, 29%, and 70% respectively compared to the pre-baseline phase. In the post-baseline phase, the stereotyped behavior of each child increased compared to the therapeutic musical intervention period, although compared to the pre-baseline it was reduced 28%, 19%, and 41% respectively. Therefore, the results of this study suggest that the stereotyped behavior of autistic children can be reduced significantly more by a non-directed improvisation program which applies imitation and reflection techniques than by solely playing instruments.

자폐아동, 상동행동, 즉흥연주, 모방과 반영 기법, Autistic Children, Stereotyped Behavior, Improvisation, Imitation and Reflection Techniques

이경복 Kyung-bok Lee , 최성규 Sung-kyu Choi

DOI: Vol.15(No.3) 69-94, 2011

There was not opened the in service program for emotional disorder school teachers. The in service program is operated for all special teachers regardless of the types of the students with disabilities. The purpose of this study was to illustrate the emotional disorder school teachers' teaching status and emotional disorder school teachers' recognition toward in service program for teachers who are working for the students with emotional disorder. One hundred forty teachers of the eight schools for emotional disorder students were participated for this study. The one way ANOVA was utilized for this study. The results of this study were that: (a) the teachers for students with emotional disorder indicated low rate of the participation in service program and satisfaction of the in service program; (b) the characteristics of the emotional disorder students, communication abilities, and teaching skills to the various subjects were required to improve; and (c) the teachers indicated high requirement to open the in service program for teachers who are working for students with emotional disorder. Therefore this study concluded that the teachers for students with emotional disorder indicated high needs to open the in service program for teachers who are working for emotional disorder students.

정서장애학교 교사, 교사 지도실태, 교사재교육, 심화교육과정 운영, Emotional Disorder School Teachers, Teachers’ Teaching Status, Teachers’ Recognition, Service Program

정용석 Yong-seok Chung

DOI: Vol.15(No.3) 95-112, 2011

This study was aimed at exploring general education and special education's ontological structure in selection and assignment of children toward special education service with focus on learning disabilities. To achieve this goal, qualified methodology was selected, which consists of conference material from A provincial education service office and questionaires acquired from teachers in B city. Results are as follows. First, there was not interaction between general education and special education before referring children toward special education service to the process of selection and assignment of children toward special education service. Second, there are anti-foudational paradigms on referring children toward special education service to the process of selection and assignment of children toward special education service, while there was not interaction between general education and special education. Implications are that we need to improve interactions between general education and special education in the process of selection and assignment of children toward special education service, and try to rebuild referring system in its process.

특수교육대상자 선정·배치, 패러다임, 특수교육운영위원회, Selection and Assignments, Paradigm, Council for Special Education

강영심 Young-sim Kang , 김경 Gyoung Kim

DOI: Vol.15(No.3) 113-134, 2011

This purpose of this study was to survey on art instructor supporting project for special schools and teacher’s perception. The participant in this study was 166 teachers of 15 special schools in Busan and Kyungnam province. The data collected were analysed using frequency and percentages. And multiple responses were analyzed to explore the perceptions of teachers mean and standard deviation was calculated in order to verify the difference between paired sample t-test and analysis of a one-way ANOVA. The results are as follows. First, the majority of business support for arts instructor at the special school was not being activated as multifaceted. The number and type of program, activity, carried out site, and was fragmented and limited participation was being implemented. Second, special schools for arts instructor support program was positive overall perception of the teacher. Disability expertise, consultation with classroom teachers, arts instructors, then the quality of equipment and facilities, instructors acquisition, which includes active support of operations in conformity showed positive aspects of creativity promote, improve interpersonal relationships, learning different subject positive influence, emotional support, positive self-concept, promoting art appreciation skills, stress the positive aspects for students with disabilities demonstrate a systematic and sustained business support for arts instructors know that the business could be provided.

특수학교, 예술강사지원사업, 교사 인식, Special School, Art Instructor Supporting Project, Special Education Teacher, s Perception