김경열 Keoung-yeol Kim

DOI: Vol.15(No.4) 1-20, 2011

The purpose of this study was to compare and analyze the higher education-program for adult student with developmental disability in korea and overseas; Frist, the similiarities of both the higher education-program for adult student with developmental disability in korea and overseas. Second, the differences of both the higher education-program for adult student with developmental disability in korea and overseas. The results of this first study are as follows; Frist, the age to participate the higher education-program for adult student with developmental disability in korea and overseas is about 18-30 years old. Second, the nature of the higher education-program for adult student with developmental disability in korea and overseas is generally vocational rehabilitation program.. The results of this second study are as follows; Frist, the former was led by lifelong education institute, thd latter was led by university. Second, the former was not led by positive support of government, thd latter was led by strong support of government.

평생교육, 발달장애성인, 지적장애, Lifelong Education, Adult Learner, Mental Retardation

추연구 Youn-gu Chu

DOI: Vol.15(No.4) 21-43, 2011

The purpose of this study was to examine common denominators in the definition of developmental disabilities among the laws and dictionaries of three different countries, as there have been differences among countries in the concept and definition of developmental disabilities. Three different organizations that respectively represented the academic communities of developmental disabilities in our country, Japan and the United States were selected: KADD, JASSDD and IASSID. And then the history, state and research trends of the associations were investigated. The findings of the study were as follows: First, developmental disabilities always took place in early childhood or childhood, and the kind of developmental disabilities or retardation that were(was) closely linked to the biological maturity of the central nervous system mostly appeared. Developmental disabilities that occurred in early childhood or childhood usually remained unchanged in adulthood as well, and one of their major characteristics were that they showed little changes such as being alleviated nor reappeared. Second, as for the history, major phenomena and research trends of children with developmental disabilities in the three countries, the concept of pervasive developmental disabilities was embraced. In terms of the scope of research, the findings and content of studies on developmental disabilities had a lot in common with those of studies on medicine, welfare, education, psychology and labor. In the field of developmental disabilities alone, intellectual disabilities continued to be the most typical area on which lots of studies had focused on.

발달장애, 지적장애, 전반적 발달장애, Developmental Disabilities, Intellectual Disabilities, Pervasive Developmental Disabilities

한국발달장애학회

DOI: Vol.15(No.4) 44-44, 2011

박성호 Sung-ho Park

DOI: Vol.15(No.4) 69-80, 2011

A 3-year old achondroplastic boy was admitted for evaluation about his recurrent otitis media with effusion(OME) and snoring. Achondroplasia is the most common disease in muscular dysplasia. By some articles, otorhino- laryngologically conductive hearing loss and sleep apnea are more often than normal population, because of their anatomical anomaly. Shohat et al. reported the structural differences between achondroplastic patient suffering from OME and normal people by the measuring specific parameters of temporal bone CT of 2 groups. Also, Sisk et al. reported high incidence of sleep apnea in patient. Under this knowledge, in this article, we described and reviewed about clinical process and some aspect of psycho-physical development of our patient in achondroplasia.

연골 무형성증, 중이염, 편도 아데노이드 비대, 발달 장애, Achondroplasia, Otitis Media, Sleep Apnea Syndrome, Developmental Disability

권미은 Mi-eun Kwon

DOI: Vol.15(No.4) 81-103, 2011

This study was to investigate the perception of importance and implementation toward the interactive picture book reading strategy at home between the mothers of children with disabilities and mothers of general young children. The respondents who answered questionnaires were 107 parents of children with disabilities and 165 parents of without disabilities from preschools in Seoul and Gyeonggi region. The results are as follows: First, the perception of importance were differences in the interactive picture book reading strategy styles(attentional, descriptive, question, strategies) at home between the mothers of young children with disabilities and mothers of general young children. Second, the implementation were differences in the interactive picture reading strategy styles(descriptive, question, feedback strategies) at home between the mothers of young children with disabilities and mothers of general young children. The perception of importance and implementation were differences in the interactive picture reading strategy styles(descriptive, question, feedback strategies) at home between the mothers of young children with disabilities and mothers of general young children. The mothers of young children with disabilities and mothers of general young children were perception importance of the interactive picture reading strategy but, they would not implement the interactive picture reading strategy at home. Therefore, this study will provide to mother significant basic materials for various reading strategies and parent education program development.

장애유아, 일반유아, 어머니, 상호작용적 그림책 읽기전략, Young Children with Disabilities, General Young Children, Interactive Picture Book Reading Strategy

유경미 Kyung-mi Yoo , 조용태 Yong-tae Cho

DOI: Vol.15(No.4) 105-126, 2011

The purpose of this study was to identified that the DAP:SPED has responsive characteristics of adolescents with or without emotional and behavioral problems. The sample for this study was 416 adolescents of middle and high school in north Gyeonggido by cluster sampling. Then, 53 students with emotional and behavioral problems and 60 students without emotional and behavioral problems were selected by basing on high rank 15%(T score more than 60) and low rank 15%(T score less than 40) according to the total behavior problems scale of the K-YSR. Additionally, the study subject were administrated DAP:SPED and were analyzed responsive characteristics. The collected date materials were analyzed using the method of t-test and discriminant/classfication analysis. The results were as follows. 1) Significant difference was found between the two groups in male, female, self, and total scores on drawings, 2) Significant difference was found between the two groups in bottom placement, right placement, lettering/numbering, eyes omitted, slash mouth, inconsistent position, and background filled in, 3) Possibility of classification between the two groups indicated diagnostic accuracy by 85%. Therefore, this study was quite meaningful to make use the DAP:SPED in order to provide fundamental information of emotional and behavioral problems as a clinical utility.

정서·행동문제 청소년, 인물화검사(DAP:SPED), Adolescents with Emotional and Behavioral Problems, Draw-APerson Test on Screening Procedure for Emotional Disturbance(DAP:SPED)