• Journal of the korean academy of Pediatric Dentistry
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• v.42 no.2
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• pp.158-163
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• 2015

General anesthesia (GA) for dental care in handicapped patients is necessary to facilitate the provision of safe, efficient, and effective quality treatment. The aims of this study were to determine the anesthetic characteristics of handicapped patients in need of dental treatment in these day care units, and to establish for plan to provide better services. 325 patients who had outpatient general anesthesia from January 2005 to March 2014 were assessed for this study. Patients' distribution and treatment patterns were examined. The proportion of male patients (202, 62.2%) was higher than female patients (123, 37.8%) and the largest group of patients were 5 to 10 years old (85, 26.2%). The reasons for general anesthesia included mental and physical disabilities (207, 63.7%), behavior management (84, 25.8%), parent needs (14, 4.3%), and so on. Restorative treatment was the most common procedure with the average of 4.2 teeth treated per one patient and 43 (13.2%) patients underwent general anesthesia for dental treatment more than once. To expand and improve access to the dental care of the disabled, improvement of the health care system, enhancement of their training for dental care by professionals, and enlarging caregivers'understanding of the importance of oral care in the early stages are required.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.1-22
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• 2017

To date, the study of students with multicultural disabilities has been limited to language problems. The purpose of this study was to investigate the effects of communication between parents and professionals on the IEP and teaching strategies of students in multicultural special education in the United States. From 2015 to 2016, structural equation modeling was conducted using AMOS 21 based on data from 406 elementary, middle, and high school teachers who has experiencing of multicultural disabilities. The correlation coefficients between IEP and the variables affecting instructional strategies were significantly high between -044 and .489 as a whole. Especially, teaching strategy and communication with parents were relatively more effective than professional communication high correlation. In addition, with regard to the impact on IEP and teaching strategies, parental communication has been found to be closely related to IEP and teaching strategies. However, communication with professionals has a direct effect on teaching strategies. There was no significant correlation between parent and professional communication. The purpose of this study is to understand the importance of communication with parents of multicultural disabled students and their interest and opinions on children positively to IEP and teaching strategies so that teachers can communicate continuously.