• 한국조경학회지
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• 제30권3호
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• pp.57-63
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• 2002

This landscape design was proposed for the Buchon Special School Competition, held by the Kyonggi Province Office of Education. The authors collaborated on this design and won first prize in November of 2001. In the design proposal, on the basis of the knowledge of; mentally retarded children the children's activities, nature and health, and the healing gardens, the special school outdoor spaces were designed to meet the particular needs of the users. The school outdoor spaces are design for various types of users-children, adolescents, parents, siblings, staff, volunteers and visitors. The following are some of the basis concerns in the design of the school outdoor spaces : garden site planning, garden location, security, microclimate, entering and exiting, accessibility, usability, user group territories, supervision, attracting trained volunteers, a range of high-quality social settings, accommodation of different student types, accommodation of needs for both challenge and rest, child nature interaction, diversity of natural settings, hands-on activity, integrating the arts, and maintenance. The following are some of the major features in the design of school outdoor spaces : pleasant and inviting entry areas, sports grounds with different levels of challenge, gardens with plants having strong fragrances and/or tactile qualities, resting places with many types and forms of seating and weather-mitigating features, play grounds for all student types, roof gardens for users to experience nature in man-made environments, and walkways and winding paths with various trees, shrubs and flowers. In the special school outdoor spaces, people would perceive a unique sense of place through the various types of spaces and features described above. An example of the true meaning of a playing and resting place and a restorative and therapeutic environment is provided in the school outdoor spaces.

• 보건교육건강증진학회지
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• 제3권1호
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• pp.63-73
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• 1985

Ratio of physically and mentally handicapped people among the total population is about 3∼4%. Regardless of the extent of seriousness of handicaps, they have to sustain various difficulties in their life time and pose challenging problems to their homes, community and nation. In the spectrum of their problems, measures such as treatment, rehabilitation and welfare work all occupied important part but most significant measure is the prevention. Such handicaps items from health care of maternal and child, mostly causes throughout the process of pregnancy, delivery and upbringing. And then this study is focused on the pregnant history of the mothers with handicapped children. The objective of this study is to identify the basic factors which can create a handicapped child during pregnancy and is to prevent the birth of such a child. For this study, 301 mothers who have handicapped children were selected, now receiving various training at 5 rehabilitation and educational facilities. And questionnaires distributed to them during the period of Oct, 1983 to Dec, 14. The collected responses have been analized in terms of significant numbers, percentage and metic average. Their related results are as follows: 1. The sexual ratio between the male and female was 58.5% compare 41.5%. The average age of the handicapped children was 10.1 years old and that of mothers at the time of the children's birth was 28.9 old years. They were born as 2.14th in their family, the ratio of antenatal care for pregnant mothers was 36.2% and 22.9% were abnormally delivered. 37.9% out of the total were born from mothers with ages above 35 years and as their first baby. 2. The time of confirming the handicapped nature of children was during babyhood by 97.1% and discovery of these misfortunes were made by chance. As for causes of those-handicapped status 20.9% disease from complication, 15.3% from difficulties experience at the time of delivery, 11.3% from heredity and 10% were results of drug abuse during pregnancy, and 49.8% of the handicapped children were mentally retarded.

• 대한치과마취과학회지
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• 제11권1호
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• pp.51-54
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• 2011

Wolff-Hirschorn syndrome is a condition that is caused by a deletion of genetic material near the end of the short (p) arm of chromosome 4. The major features of this disorder include a characteristic facial appearance, delayed growth and development, intellectual disability, and seizures. A 9-year-old girl was brought to the clinic with a chief complaint of dental examination. The child was diagnosed as WHS at Samsung medical center. The child was under Sodium valproate, Atrovastatin medication for epilepsy, hyperlipidemia and had a history of heart surgery. So prophylactic antibiotics were recommended. The child was mentally retarded and had seizure so it was difficult to manage her behavior effectively. Thus dental treatment was carried out under general anesthesia. For prompt sedation induction we used 8% sevoflurane shortly. This report presents the case of a 9-year-old girl with WHS, who has received treatment for extensive caries under general anesthesia.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2012년도 춘계 종합학술대회 논문집
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• pp.239-240
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• 2012

본 연구는 동작놀이를 통한 정신지체 아동들의 신체움직임 변화에 미치는 효과를 보기 위함이다. 특수학교 정신지체 아동 6명을 대상으로 동작놀이 프로그램을 한 달간 주1회 1시간씩 5회기를 실시하였다. 연구결과 장애의 정도에 따라 학습능력, 학습태도에서 차이는 있었지만 신체영역 중 놀이, 행동, 운동성의 능력이 발달되었으며 사회영역 중 자기감정에 따른 표현이나 자신의 긍정적인 모습과 표현활동 능력이 향상되었음을 알 수 있었다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제5권1호
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• pp.194-200
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• 1994

성학대보고가 부모로부터 먼저 나왔을 경우, 부모가 양육권이나 면접권과 연관된 분쟁중에 보고되었을 경우 및 아동이 학령전 아동일 경우, 정신감정자는 위(僞) 성학대를 일단 의심하여야 한다고 한다. 저자는, 보육원에 수용된 10세 여아로서 경도의 정신지체를 보이고 있고 자발적으로 성학대보고를 한 환아의 정신감정을 하는 과정중에 위 성학대보고라고 판단된 환아 1예를 보고하고자 한다. 환아의 거짓보고에 대한 병리적 기전에 대한 고찰과 함께 이와 연관된 문헌고찰을 하였다.

• 아동학회지
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• 제1권
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

• 대한지역사회영양학회지
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• 제8권1호
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• pp.112-119
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• 2003

정신지체 장애아동의 영양관리를 위한 기초자료를 제시하기 위해 특수학교의 재학생 중에서 만 10-12세의 자택 통학생 29명과 재활원생 35명(각각 45.3%와 54.7%)의 총 6:l명 (교육가능급 26.5%, 훈련가능급 64.1% 및 다운증후군 9.4%)을 조사한 결과는 다음과 같았다. 1) 에너지 섭취량은 2,070.1 kcal (94.1% RDA), 칼슘은 603.9 mg (75.5%), 철 11.1 mg (92.5%), vt.A는 507.5 RE (84.6%) , vt.B$_2$는 1.1 g (88.2%) , 나이아신은 14.1 g (93.6%) 및 vt.C는 58.2 g (83.1%)으로 정상아의 권장량보다 낮게 섭취하였고 반년, 단백질은 75.3 g (136.9%)과 vt.Bl은 1.6 g (146.8%)은 높게 섭취하였다. 2) 거주형태별로 재활원생은 자택통학생보다 에너지 및 영양소 섭취량이 높았다. 부족수준(< 75% RDA)에 해당하 는 장애아 비율이 자택통학생에서 재활원생보다 많았고, 과잉섭취수준(> 125% RDA)에 해당하는 비율은 재활원생에서 자택통학생보다 많았다. 장애정도별로는 훈련가능급과 다운증후군보다 교육가능급에서 vt.C를 제외한 열량 및 영양소 섭취량이 높았다. 3) 장애아동 식사의 MAR은 0..84로서 재활원생(0.90)이 자택통학생(0.76)보다 높았고 특히 재활원생은 칼습과 vt.C를 제외한 다른 영양소의 NAR이 0.9를 넘는 것으로 나타나 재택통학생보다 식사의 영양균형은 나았으며, INQ < 1의 영양소가 5개나 되었고 특히 재활원생에서 그 비율이 높아 영양밀도가 더 낮았다. 4) 끼니별 섭취량에서 자택통학생은 섭취식품 총량의 40%를 간식에서 섭취하였고 간식빈도도 잦아서 이들의 불량한 영양섭취는 간식과 관련된 문제로 추측되었다. 5) 장애아동의 영양소 섭취량은 신체적 및 식행동 변인 은 관련이 있으나 건강관련 생활습관이나 아동의 일반사항은 관련이 없는 것을 관찰하였다. 이상과 같이 재활원에서 생활하는 장애아들의 영양섭취는 자택통학생보다 양적으로 나았으나 질적으로는 부실하므로 이들 교육시설에서는 식품 및 음식 선택에 향상을 기해야 할 것이다. 특히 가정에서 자유롭게 식생활을 하는 자 택통학생에서 더욱 유의가필요하여 어머니를 대상으로 식사계획에 관한 교육이 필요하다. 한편 장애아 가정에서도 자녀를 돌보는 데에 힘겨워 하므로 장애아 교육시설을 확대하고 전문화된 영양사도 필요하다고 사료된다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제1권1호
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• pp.172-177
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• 1990

12세로 추정된 시설아동의 2년간 지속된 구토행위를 행동치료 방법을 사용하여 치료하였다. 이 아동의 구토행위 형태는 바닥에 음식을 토해 낸 후 $2{\sim}3$ 차례에 걸쳐 토한 음식을 다시 먹는 것이었다. 치료 방법으로 일단 토해 낸 음식을 다시 먹지 못하도록 하기 위해 음식을 토할 때마다 즉시 토한 음식을 치웠다. 일단 위에 들어간 음식을 역류시켜 바닥에 토하지는 않았지만 입안에서 씹을때는 입을 강제로 벌려 입안의 음식물을 제거하였다. 치료는 약 3주간 지속되었는데 식사 후 2시간 30분동안 치료전에는 평균 46회($범위=30{\sim}62회$)토했고 치료 후에는 평균 1.12회($범위=0{\sim}10회$)로 감소하였다. 치료 종료 후 10개월이 지난 뒤에도 아동의 구토행위는 재발되지 않았다. 따라서 토하는 행위를 강화시키는 요인인 '토해낸 음식을 다시 먹는 기회'를 박탈한 본 연구의 치료방법은 구토행위의 치료에 매우 효과가 높은 것으로 나타났다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제6권1호
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• pp.100-108
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• 1995

본 연구에서는 아동들의 적응을 향상시키기 위해 개발된 Spivack와 Shure(1982)의 국민학생용 대인관계 인지 문제해결 기술훈련 프로그램을 정신지체 학생들의 능력 및 특성에 맞도록 수정, 압축하여, 이를 교육가능 정신지체 청소년들에게 8주간 총 32회(1회 $30{\sim}35$분)에 걸쳐 훈련을 실시하였다. 연구 결과, 인지 문제해결 기술훈련을 받은 실험집단의 정신지체 학생은 훈련을 받지 않은 통제집단의 정신지체 학생보다 훈련 전에 비해 대안적 사고 능력과 결과적 사고 능력이 유의미하게 향상되었다. 그러나 부모에 의한 행동평가(CBCL) 및 교사에 의한 행동 평가에서는 실험집단과 통제집단간에 유의미한 차이가 나타나지 않았다. 이상의 결과에서 대인관계 인지 문제해결 기술훈련이 실제 문제해결 기술능력 가운데 중요한 인지기제의 향상에 유의미한 효과를 나타내었다고 결론 내릴 수 있으나, 이러한 인지기제의 유의미한 향상이 짧은 훈련 기간 등의 문제로 인하여 행동상의 적응으로는 연결되지 않았다. 앞으로의 연구에서는 훈련기간을 길게 하여 과잉학습을 충분히 시키고, 부모 훈련을 함께 실시하며, 행동적 접근을 병행한다면 대인관계 기술훈련의 효과가 확실히 나타나고, 그 효과가 지속되며 실제 생활 장면에서 일반화될 수 있으리라고 생각한다.

• 대한장애인치과학회지
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• 제7권2호
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• pp.99-102
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• 2011

A-12year-old boy visited the clinic with chief complaint of anterior maxillary trauma. He was diagnosed with first degree mental retardation and cerebral disorders. By clinical and radiographic examination, intrusion of maxillary central incisors were found. The intrusion was not severe, teeth were luxated with a slight force and the prognosis was followed. After the first year, external root resorption was seen radiographically. Due to difficult behavior management, one visit root canal filling with OrthoMTA(BioMTA, Korea) which is known to generate of cementum and periodontal ligament was planned along with general anesthesia. OrthoMTA was filled from the apex to 1-2mm below cervical area and composite resin used for crown restoration. 6 months after, further resorption, discoloration and mobility was not found. This case is currently checked yearly and further research is needed for inflammatory root resorption and ankylosis.