• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.477-491
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• 2009

The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.

• The Journal of Korean Physical Therapy
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• v.15 no.3
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• pp.91-109
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• 2003

The grip strength is orthopedics department, the place where from rehabilitation medical science and industrial medical science and it evaluates the function of the hand certainly is the ability which is necessary. There is specially by an occupation rehabilitation of mentally retarded child and the evaluation of grip strength is one which is meaning. The samples for this study were 39 normal males and 59 normal females, 62 mentally retarded males, 33 mentally retarded females ranging in age from Prepubeal period to Adolescence. This study was used to measure grip strength BASELINE Hydraulic Hand Dynamometer manufactured by EEI(Fabrication Enterprises Incorporated)in USA. The objective of research from the Prepubeal period to Adolescence the normal and mentally retarded students comparison evaluates the grip strength and effective fine motor program of one's it makes with the fundamental data for a development and it does. The results are as follow : (1) The hand which the normal student and the schoolgirl of rises from grip strength measurement result of the Prepubeal period research object people 10.7Kg with the same left hand was each measured 10Kg with 9.8Kg with in. The grip strength of the mentally retarded schoolboys was the hand which rises 6Kg with the left hand 5.4Kg, the grip strength of the schoolgirls 6.5Kg with was identical. (2) The hand which the normal schoolboys and the schoolgirls rises from grip strength measurement result of the Adolescence research object people 29.6Kg, 20Kg the left hand to be was each measured 27.8Kg with 18.4Kg with. The hand which the mentally retarded schoolboys and the schoolgirls rises 13.1Kg, 11.3Kg the left hand to be was each measured 12.3Kg with 10.9Kg with. (3) Among the normal students $10.2\%$ (Prepubeal period $0.94\%$, Adolescence $15.2\%$) in Mentally Retarded students $17.9\%$ (Prepubeal period $0.77\%$, Adolescence $19.1\%$) left hand it was higher. (4) The grip strength of the students who attend school from the general family dwells were appeared higher than students residence at institution.

• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.10-17
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• 2007

The purpose of this study is to reduce the group bully phenomenon of mildly mentally retarded(MR) students in middle schools. Video digital contents have been developed and applied to the class. As a result, the normal students' perception of MR students has improved drastically. Especially in the case of students who appeared in the film; their perception has changed a lot more than the students who didn't. Also, the students showed a tendency to recognize the scenes that were produced intentionally by the researcher In conclusion, it is effective to alter a student's attitude through the self-modeling video contents. Particularly, the self-modeling video contents that made by researcher's precise educational goal are more effective on the alteration of the students' perception and behaviors.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.3
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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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.172-177
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• 1990

The reverse of reinforcement technique was used in treating rumination of a 12-year old (estimated age) mentally retarded child in a residential setting. The subject's rumination pattern was first to vomit the food onto the floor and then to eat it back in several attempts. Consequently, the way to reverse the contingency of rumination in this child was to take away the discharge whenever rumination occurred. An ABAB single subject design was adopted to evaluate the treatment effect. In baseline 1 the frequency of his rumination for 2.5 hours after eating was an average of 46(range= 30-62), while decreased to 6.7 in treatment condition 1. However, when the discharge was not taken away in baseline 2, his rumination increased to 34 times and then decreased to zero to 1 time when the reverse of reinforcement was reinstituted in treatment condition 2. The results clearly indicate that the reverse of reinforcement which was implemented in the form of removing the discharge from the floor was successful. It was reported that the treatment effect has been maintained over 10 months post treatment.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.115-125
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• 2008

The purpose of this study was to examine the relationship between the Dentocult SM and LB scores of students and their DMF rate. The subjects in this study were 134 special school students in south Gyeong-sang province. After they were tested to find out their, they received tooth brushing education and preventive treatment. The test, education and treatment were all conducted from March 17 to April 9, 2008. Their oral state was checked and recorded by using a mirror and explorer, and then the data on oral state were analyzed to their DMFT, DT, FT and MT rates. All the collected data were analyzed with SPSS 15.0 for Windows program, and independent-samples t-test, one-way ANOVA and crosstabs analysis were implemented to see what differences their disability type, gender, Dentocult-SM scores and Dentocult-LB scores made. The findings of the study were as follows: 1. As for connections between disability type and DMFT rate, the students with mental retardation were similar to the other students in that regard. The mentally retarded students had higher DT and FT rates than the other students, and the MT rate of the latter was higher than that of the former. 2. Concerning the relationship of gender to DMFT and DT rates, the girls had larger DMFT and DT rates than the boys, and the FT and MT rates of the boys were higher than those of the girls. 3. As to links between Dentocult SM scores on the tongue and DMFT, the students whose bacteria was mildly activated had the highest DMFT rate, and the students who had a severely activated bacteria had the highest DT and FT rates. Those who had a moderately activated bacteria had the highest MT rate. 4.Regarding the connection of Dentocult SM scores on maxillyright molar to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a mildly activated bacteria had the highest MT rate. 5.Regarding the connection of Dentocult SM scores on maxillyleft molar to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a mildly activated bacteria had the largest MT rate. 6. Regarding the connection of Dentocult SM scores on mandibularright molar to DMFT and DT, FT rates, the students whose bacteria was severely activated had the highest DMFT and DT, FT rates. Those who had a moderately activated bacteria had the highest MT rate. 7. Regarding the connection of Dentocult SM scores on mandibularleft molar to DMFT and DT rates, the students whose bacteria was mildly activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a moderately activated bacteria had the highest MT rate. 8. Regarding the connection of Dentocult LB scores to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had a moderately FT rate, the students who had a mildly activated bacteria had a mildly MT rate.