• 한국치위생학회지
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• 제13권1호
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• pp.38-44
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• 2013

Objectives : This study is to dental knowledge and awareness of special education teachers. Methods : This study is conducted with a total of 244 special education teachers in Dae Gu, Gyeong Buk, Gyeong Nam, Bu San city from 1st April to 30th April, 2011. Results : More healthy state of oral health reflected higher point of oral health behavior. In the correlation among the oral health knowledge, behavior and education, higher oral health knowledge reflected higher oral health behavior. In the obstacle factors against oral health education, 41.0% was in the lack of professionalism and understanding of oral health education. The majority method for oral health education was regular teaching and the oral health in charge of education was school nurse 67.1%. The most important point for improvement for oral health class enabled was oral health recognition of teachers about the importance of education. Conclusions : For improving the oral health of the disabled, it is needed to develop the educational program or awareness of oral health monitoring like applying fluorine by special education teachers and parents, including the necessity of various oral health education development suitable for the special education school to make awareness in the importance and necessity of oral health.

• Educational Technology International
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• 제12권2호
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• pp.135-151
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• 2011

Recently, a wide variety of studies on future learning have appeared owing to rapid advances in information and communication technology (ICT) and increased discussion about core competencies in twenty-first-century learning. These studies, though insufficient in number, cover various fields such as architecture (design of the learning space), education (learning model), and technology (adaptation of mobile devices). However, these studies focus on mainstream students and do not discuss the future situation of inclusive education with regard to both mainstream and students with physical disabilities. Hence, in order to fill this gap, the present study explores the perceptions and ideas held by special education preservice teachers on the future learning space with regard to school design and peer-to-peer feedback. For this purpose, these preservice teachers' design proposals about future school were collected and analyzed. In conclusion, special education preservice teachers perceive the future learning space as an inclusive environment in which smart technology is incorporated. Future learning environment were categorized in terms of flexible, ubiquitous technology, physical and mental health, safety, and spaces with facilities for students with physical disabilities.

• 수산해양교육연구
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• 제29권1호
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• pp.13-30
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• 2017

This study was conducted to analyze the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers and determine the correlations between the variables. For the purpose, we conducted a questionnaire survey with 179 early childhood special education teachers working at the day care centers for the children with disabilities and the special school kindergartens in B city. The data collected were analyzed using SPSS 23.0. The results of this study showed that there was a statistically significant difference in the level of happiness, teachers' efficacy and job satisfaction of early childhood special education teachers according to their backgrounds such as age, teaching career, type of organization, educational background. Also, A positive correlation among happiness, teachers' efficacy and job satisfaction of early childhood special education teachers were found in this study. Finally, discussions of the results as well as implications of the study were provided.

• International Journal of Contents
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• 제17권2호
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• pp.9-19
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• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• 비교교육연구
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• 제28권6호
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• pp.53-84
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• 2018

독일은 21세기에 들어오면서 사회구성원들이 연대하여 교육을 위한 책무로 미래교육과 학교의 방향에 대한 협의 및 합의자리를 만들어 교사 및 특수교육 교사양성의 표준과 기준을 제시하며 최소요구이수내용으로 작성하여 권장하는데 이것이 한국의 특수교육교사 양성내용 표준화에 어떤 시사점을 줄 수 있는지 연구의 목적이 있다. 이를 위한 연구방법으로 본 논문에서는 독일의 교사 및 특수교사 표준양성내용을 한국의 특수학교교사 자격기준, 기본이수과목을 준거로 한 공립 특수학교 교사임용 선정경쟁 시험의 평가영역 및 세부내용, 그리고 2009년 개정고시된 후 세분화된 특수학교 교사자격 취득을 위한 기본이수과목과 비교 분석하였다. 연구결과는 미래교육과 학교 및 교원의 역할에 대해 사회구성원의 연대의식과 책임 및 의무감 조성 필요, 학교 재구조화 과정에서 필요한 교사의 수행능력 및 역량을 특수교육 교사양성 최소표준이수내용에 포함, 교사양성 표준이수내용에 각 주정부(지방 및 지역)의 특수성 고려, 교사양성 표준내용이 직전교사교육, 수습교사교육, 현직교사교육 단계에서 서로 연계 필요성으로 정리할 수 있다. 사회전체의 책임과 연대 아래 각 지역의 특수성과 시대 요구를 반영한 특수교육 교사양성내용이 전체(직전부터 현직까지) 직업 생애주의 교사양성과정에서 운영되어야 한다는 결론에 이르렀다.

• 한국지역사회생활과학회지
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• 제22권1호
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Journal of Preventive Medicine and Public Health
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• 제22권4호
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• pp.506-517
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• 1989

정신적 작업과 육체적 작업을 겸하고 있는 특수학교 교사 250명과 초등교사 교사 414명을 대상으로 이들이 호소하는 피로자각 증상 호소율을 비교하고 타액 pH 변화와의 관련성을 보기 위하여 1989년 4월 21일 금요일 퇴근하기 30분전에 신체적, 정신적, 신경 감각적 증상 호소율과 타액 pH를 측정한 결과는 다음과 같다. 타액 pH와 피로자각 증상과의 상관성은 신체적 증상 및 신경감각적 증상과 통계학적인 유의한 역상관성을 보였다(p<0.01). 피로 자각증상의 호소율은 특수교사군이 초등교사군보다 대체로 높았으며 정신적 항목의 호소율은 특수교사군이 유의하게 높았다(p<0.05). 타액 pH도 특수교사군에서 대체로 낮게 나타났다. 자각증상 호소율의 우세형은 초등교사군이 신체적>신경감각적>정신적형으로 나타났고, 특수친사군은 신체적>정신적>신경감각적 형으로 나타났다. 각 문항별 호소율은 대체로 특수교사군이 높았으며 정신적 증상항목에서 유의한 차이를 보인 항목이 가장 많았다. 타액 pH의 문항별 증상 호소 유무에 따라 증상을 호소한 군이 비호소군 보다 대체로 낮은 타액 pH값을 보였다. 성별 자각증상 호소율은 남, 여 모두 특수교사군이 높았으며 타액 pH도 낮았다. 특히 여자군의 정신적 증상 호소율은 특수교사군이 유의하게 높았다(p<0.05). 연령군별로는 30-39세군에서 정신적 증상 호소율은 특수교사군이 29.3%로 초등교사군의 15.1%보다 유의하게 높았으며 타액 pH도 유의하게 낮았으며(p<0.05), 신체적 증상 호소율은 40-49세 군에서 특수교사군이 오히려 초등교사군 보다 유의하게 낮았다(p<0.05). 근무 경력별로는 14년 이하군에서는 특수교사군이, 15년 이상군에서는 초등교사군이 대체로 높은 호소율을 보였으며 10-14년군에서는 정신적 증상 호소율이 특수교사군에서 유의하게 높았으며(p<0.05), 타액 pH는 모든 경력군에서 특수교사군이 낮게 나타났다. 설문지 작성 전날 수면시간별로 보면 7시간 이상 잠잔군의 정신적 증상 호소율이 특수교사군에서 유의하게 높았고(p<0.05), 타액 pH는 유의하게 낮았다(p<0.05). 결혼상태별, 병력(病歷)유무별 특수교사군과 초등교사군의 피로자각 증상 호소율은 특수교사군이 모두 높았으며, 타액 pH는 낮았다. 이상의 결과로 보아 특수교사군이 대체로 높은 피로자각 증상 호소율과 낯은 타액 pH를 보였으며, 특히 정신적 증상 항목에서 특수교사군의 호소율이 높게 나타나 특수학교 교사의 정신적 피로 축적방지를 위한 여가활용 방법, 휴식시설 등의 개선과 대책이 강구되어야 할 것으로 생각되며, 피로도와 타액 pH와는 어느 정도 상관성을 보이고 있어 생리적인 면을 고려한 이에 대한 계속적인 연구가 필요할 것으로 여겨진다.

• 대한영양사협회학술지
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• 제17권2호
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• pp.161-175
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• 2011

This study examined students' menu preferences as well as the job satisfaction and specific considerations concerning foodservice operation of dieticians and nutrition teachers at special schools for the disabled. Semi-structured interview questionnaires were sent to all of the 21 special schools with direct school food service in Gyeonggi-do, and 16 dieticians and nutrition teachers agreed to participate in this study. Among the various menu groups, the subjects perceived the meat group as the most preferred and the vegetable group the least preferred. They were generally satisfactory with their job and duty, and had a strong sense of belonging to the school. However, most of them answered that they needed more time for nutritional education and counseling. While most had pride and pleasure in their job, they expressed a desire to change the system to better fit with their roles as professional nutritionists. The content analysis revealed that the subjects mainly focused on safety issues in planning the food menu and were thus limited in selecting menu items. They also felt difficulty in menu planning due to various tastes and preferences, since special schools tend to consist of a wider grade range. However, most subjects reported little trouble in food distribution and food leftovers owing to practical support from teachers and parents. The necessity for education concerning table manners and obesity prevention was generally a shared opinion, and education programs for parents were also perceived as necessary to better understand the special considerations for developing proper eating habits in their child. The study findings provide useful basic data to improve the foodservice system at special schools.

• 대한영양사협회학술지
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• 제24권1호
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• pp.62-74
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• 2018

The purpose of this study was to investigate dietitians or nutrition teachers' perception of sugar reduction and usage of sugars in school meal service. A survey was conducted for dietitians or nutrition teachers at elementary, middle, and high schools in Gyeonggi and Incheon. Survey data were analyzed according to the experience period and school types of dietitians or nutrition teachers. The numbers of subjects according to work experience period were 134 (44.2%) for <5 years, 68 (22.4%) for ${\geq}5$ and <10 years, and 101 (33.3%) for ${\geq}10years$. Among the subjects, 168 (55.4%) were nutrition teachers at kindergarten/elementary schools, and 135 (44.6%) were at middle/high/special schools. Perceptions of sugar reduction programs were higher in kindergarten/elementary schools than in middle/high/special schools. The perception of added sugar use increased with more work experience, and interest in sugar reduction was higher in kindergarten/elementary schools than in middle/high/special schools. Practice for added sugar reduction increased with more work experience, and the most common method for reducing sugar was use of natural sugars. The main reason for not reducing added sugars in school meals was due to preference. Nutritional education for students increased with more work experience and was higher in kindergarten/elementary schools than in middle/high/special schools. The major nutritional education methods were using school homepage (37.4%), sending family letters (37.4%), and using principle's discretion time (18.4%). Organic sugar and rice taffy were used more at kindergarten/elementary schools, and white sugar, brown sugar, and white syrup were used more at middle/high/special schools. The most common menu using added sugars was stir-fried dishes (stir-fried pork, chicken, and vegetables).

• 디지털융복합연구
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• 제17권8호
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• pp.131-139
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• 2019

본 연구는 지적장애 특수학교 교사들의 안전사고 실태 및 예방교육에 관한 연구를 효과적인 안전교육 방안의 목적이다. 그 결과를 요약하면 지적장애 특수학교 교사의 안전교육활동, 안전교육환경, 안전교육인식, 안전교육지식, 안전자원 및 연수경험, 내 외부요인 간에는 통계적으로 유의미한 정(+)적 상관관계가 있는 것으로 나타나 상호 보완적인 관계에 있음을 알 수 있다. 전체적으로 교사의 안전사고 경험이 기대이상 높고 교실, 계단, 강당, 놀이기구 등 장소, 시간, 유형에 따라 다양하게 발생되고 있음을 알 수 있다, 이를 예방하기 위한 안전교육 실천도 또한 안전자료와 연수경험에 안전교육 지식과 인식도, 교육활동 순으로 나타내 특수학교 교사의 안전자원과 연수경험의 기회 제공이 보다 확충되어야 할 것을 시사해 주었다.