• Proceedings of KHEA Conference
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• 2004.04a
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• pp.201-201
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• 2004

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2004.05a
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• pp.293-293
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• 2004

최근 교통사고의 증가와 평균수명의 연장으로 인한 노인 인구의 급증으로 중추신경계의 기능에 손상을 초래하는 각종 질환들 즉 뇌졸중, 외상성 뇌손상, 뇌성마비 및 퇴행성 뇌질환 등이 더욱 많아지고 있다. 이러한 질환들은 뇌기능 장애로 인한 운동, 감각 및 인지능력 저하를 일으켜 보행과 일상생활 동작수행에 큰 장해를 초래하게 된다. 특히 보행능력의 장해는 일상생활 및 사회생활에 필요한 기동력을 제한하므로 결국 타인에 의존적이 되고 사회로부터 고립되는 심각한 기능장애를 일으키게 된다.(중략)

• Korean Institute of Interior Design Journal
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• v.24 no.3
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• pp.205-212
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• 2015

This study starts at the at-risk children(the students in the margins)' needs for the inclusive education environment who increased lately. It is studied in the limited scope, which is about spacially 'playground' and 'Sensory integrative therapy' in terms of the special education therapy. The 6 environmental setting principles are suggested, which is redefined in terms of suitable for applying to the environment design based on the training way and arbitration principle of J. Ayres' Sensory integrative therapy. And then various environment design methods are drawn from above-mentioned 6 principles, they are categorized in 4 elements for environmental setting - sensory element, behavior element, mental element and design expression element. This trial brings daily practice of therapeutic stimulate to sensory integration dysfunction children, and sensory experiential diversity promoting development to general children. Expecially it has some advantage that at-risk children(the students in the margins) feel a sense of belonging as a member of society.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.263-271
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• 2024

The demand for inclusive education in school settings has been constantly increasing. Yet, within the context of general subject teacher education, rather than special teacher education, preparation for this remains insufficient. This study aims to investigate and analyze the teacher efficacy for inclusive practices of pre-service science teachers with a focus on identifying differences based on respondent variables. In this research, teacher efficacy for inclusive practices is defined as self-belief in the ability to effectively teach students, including students with disabilities, in inclusive educational environments. It encompasses three sub-dimensions: efficacy in using inclusive instruction, efficacy in collaboration, and efficacy in dealing with disruptive behaviors. Utilizing data from 61 pre-service science teachers using 'Teacher' Efficacy for Inclusive Practices' survey tool, this study examines the distribution of teacher efficacy in inclusive practice across sub-dimensions and differences in distribution based on respondent background. The findings indicate that pre-service science teachers show a generally positive state across all three sub-dimensions, with efficacy to use inclusive instructions and efficacy in collaboration being the highest and efficacy in dealing with disruptive behaviors the lowest. he teachers' efficacy for inclusive practices of pre-service science teachers exhibited some tendencies of difference based on gender, experience with volunteering for individuals with disabilities, experience with inclusive education, and the extent of coursework in special education. However, none of these factors showed statistically significant differences.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.26-35
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• 2019

The purpose s of this study is to verify the status of barrier-free certification in an elementary school. To achieve this, the architectural characteristics of an elementary school and proposed opinions about the process of barrier-free certification were analyzed. The results of this study are as follows: (1) barrier-free certification in an elementary school is valid for inclusive education and accessibility for students with disabilities. (2) Regarding the school district and safe accessibility for the school, it is necessary to minimize the differences in land levels around the school. (3) Considering the opinions on intermediate facilities from the road to the main entrance, it is necessary to set the finish level of the first floor and to minimize the establishment of ramp or steps to prevent the backflow of rainfall.

• Journal of Music and Human Behavior
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• v.19 no.1
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• pp.69-92
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• 2022

The purpose of this study was to present a methodology for reconstructing the curriculum to provide appropriate music education to students with special needs in inclusive classrooms. This study presents a customizing music curriculum reconstructing model for students with special needs. This model consists of six stages: analyzing students' characteristics and educational needs, analyzing the common music curriculum and basic music curriculum, establishing specified assessment criteria for achievement standards, analyzing the music textbook for the common curriculum and basic curriculum, reorganizing educational activities in music units, and conducting differentiated music instruction. This study presents an example of the customization process and focuses on a creative music activity for students with intellectual disabilities. Recommendations and guidelines for reconstructing the curriculum to best meet the educational needs of students with special needs are provided.

• Journal of Digital Convergence
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• v.22 no.2
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• pp.11-20
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• 2024

The aim of this study was to develop a group counseling program as an integrative psychotherapy program to alleviate depression and physical symptoms of 22 women in 60s who experience depression as a symptom of conversion disorder and also tried to prove the effectivity of the program by using comparative analyze of pre-post changes. The Korean-style Elderly Depression Test(K-GDS), Symptom Interpretation Questionnaire(SIQ), Hamilton Depression Assessment Scale Questionnaire, PHQ-9 and interpersonal relationship scale (RCS) were conducted and pre-post-corresponding sample t-test, correlation analysis and multiple regression analysis were performed. The results showed depression reduction, physical symptoms alleviation, decreases in negative emotions and beliefs, and positive changes in interpersonal relationships. The implications and limitations of this study were discussed.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.185-194
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• 2021

This study was conducted to identify the factors that influence students' disability acceptance attitudes in elementary schools in face of integrated education becoming common. For this study, a questionnaire survey was conducted on 472 students, from fourth to sixth grade, in three elementary schools in Jeollanam-do; furthermore a regression analysis was conducted using SPSS 23.0. The survey demonstrated that gender and grade did not have a significant effect on disability acceptance attitudes. Whereas empathy abilities, contact and knowledge of children with disabilities, respectively, influenced disability acceptance attitudes. Consequently, improving students' ability to empathize with others is more important than simply providing knowledge in itself. Thus, there is a need for the implementation of programs and education geared toward promoting empathy. Moreover, contact was found to have a negative impact on disability acceptance attitudes, suggesting the need to promote more positive disability-related experiences to elementary school students.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.1
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• pp.47-57
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• 2009

Objective : Purpose of this study is to study how Sensory Integration (SI) Intervention Program affect body-scheme and praxis ability of children with Developmental Disability (DD). Method : The SI intervention was programmed based on the theory of SI by Jean Ayres. Thirty children with DD underwent the SI program for six weeks. The effect of the SI intervention was evaluated in terms of body-scheme and praxis ability. Assessments used in this study are One-Point Imitation Test (OPIT) and 6 Body Puzzle Test (6BPT) for body-scheme; Praxis Test Sheet (PTS) for linguistic order, oral motor control, sequential praxis and Sensory Integration and Praxis Tests (SIPT) for postural praxis. Data of this study was analyzed by the paired t-test to compare before- and after the SI intervention. Results : Results of this study are (1) in the OPIT, there is significant difference on body-scheme ability (p<0.01); (2) in the PTS, there is significant difference on all three items (p<0.01); and (3) in the SIPT, there is significant difference on sensory integration and praxis function. Conclusions : From the results, it is concluded that sensory integration intervention is effective on body-scheme and praxis functions for children with developmental disability.

• Journal of Science Education
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• v.35 no.1
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• pp.13-22
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• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.