• 재활복지
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• v.17 no.4
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• pp.267-289
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• 2013

The purpose of this study is to research teachers' recognition for founding and operationg school-companies for each field of handicap. And, the subjects for the questionnaire were the teachers in five schools in Daegu. According to the result, for the foundation of school-company for each field of handicap, it showed that the teachers significantly required it; for the operation, they expected both the increasement of job taking rate and the specialized vocational development of students; and for the operating method, they preferred the supplying way through their production of required goods by local community and companies. For the operation of school-companies for each field of handicap, the time arrangement for curriculum of the students should be flexible, and the curriculum should be incorporated according to the need of each school. And, as for the staff members and teachers in charge of school-company for each field of handcap, this study suggested it to support and assist according to practical situation of each school. Through the result of this study, it was discussed on the direction of following studies and practical meaning for school-companies for each field of handicap.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.114-121
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• 2019

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.