특수교육논총 * ,,,,..,..,, 76.7%.,,,.,,.. * 1. **
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1 특수교육논총 * ,,,,..,..,, 76.7%.,,,.,,.. * 1. ** (eun67@dankook.ac.kr)
2 .,,,,,,,,,, (,, 2014)., (,, 2007)....,,,, (,, 2014).. (2003)...,,, (Baron-Cohen, O Riordan, Stone, Jone, & Plaisted, 1999; Hobson, 2005).,, (,, 2008; Alice & Norah, 2010; Amado, Stancliffe, McCarron, & McCallion, 2013; Keith, Bennetto, & Rogge, 2015; Martinez, 2011).,, (Simplican, Leader, Kosciulek, Leahy, 2015).,.
3 , (,, 2014;,,, 2014).,., 2 2,,,,,,,. 28,,., 2,.,,,,.. (,, 2012; 2013)..,. (2014),,.,,.. (semantic differential technique) Osgood, Suci, Tannenbaum(1957).,, (semantic space),,.
4 (, 1996).,,,,,., (,, 2009;, 2000;, 2006;, 1999;, 2010;, 1999)...,?,?. 257 (,, ). < 1>.. (, 2008;, 2012;, 2001).,,,,,,,,
5 (n) (%) ~ ~ ~ (2000) (2006). (Osgood) 50,.,, (, 2010).,, < 2>. (2006) (2000) 40,
6 ,
7 < 2> (, 2006), Cronbach s alpha α,.72,.63,.85,.73,.53. 1) (2008), (2001), (2012).,. 15,,,,,,,,,.,. 2) 4,,,.. 3) (92%) ,
8 ,,, , 5, 4, 3, 2, 1, , 2.5. SPSS version 18..,,,, t-test. (one-way ANOVA), scheffe.,, χ 2.., < 3>,,., < 4> (F=2.669, p<.05)..
9 (n=124) (n=69) (n=64) M(SD) M(SD) M(SD) 3.08(0.51) 3.02(0.51) 3.16(0.56) (0.58) 3.48(0.60) 3.61(0.64) (0.62) 3.62(0.66) 3.73(0.74) (0.55) 3.68(0.63) 3.33(0.58) (0.63) 3.35(0.68) 3.44(0.63) (0.43) 3.41(0.46) 3.50(0.50).80 F 1 1~3 4~6 7~10 10 (n =72) (n =68) (n =58) (n =25) (n =34) F M(SD) M(SD) M(SD) M(SD) M(SD) 3.03(0.50) 3.14(0.56) 3.05(0.53) 3.13(0.47) 3.10(0.54) (0.56) 3.53(0.63) 3.41(0.55) 3.61(0.60) 3.80(0.66) 2.67* 3.65(0.57) 3.64(0.66) 3.56(0.71) 3.73(0.62) 3.77(0.78) (0.56) 3.62(0.59) 3.58(0.56) 3.63(0.61) 3.66(0.62) (0.61) 3.33(0.64) 3.32(0.68) 3.31(0.70) 3.26(0.58) (0.41) 3.44(0.48) 3.37(0.47) 3.47(0.44) 3.51(0.51).54 *p<.05., < 5>., < 5> (t=-2.26, p<.05)...
10 (n=203) (n=54) t (n=46) (n=211) M(SD) M(SD) M(SD) M(SD) 3.09(0.54) 3.07(0.45) (0.53) 3.10(0.52) (0.61) 3.40(0.54) (0.59) 3.54(0.60) (0.66) 3.62(0.66) (0.61) 3.68(0.67) (0.58) 3.56(0.54) (0.61) 3.68(0.56) -2.26* 3.37(0.65) 3.33(0.62) (0.50) 3.37(0.67) (0.47) 3.39(0.40) (0.42) 3.46(0.46) *p<.05 t, < 6> (t=3.03, p<.01), (t=1.98, p<.05), (t=4.06, p<.001), (t=2.67, p<.05).. (n=174) (n=83) t (n=149) (n=108) M(SD) M(SD) M(SD) M(SD) 3.13(0.50) 2.99(0.57) 1.98* 3.12(0.47) 3.03(0.59) (0.59) 3.32(0.57) 4.06*** 3.64(0.62) 3.38(0.55) 3.56*** 3.72(0.68) 3.50(0.59) 2.68* 3.70(0.70) 3.58(0.60) (0.60) 3.55(0.50) (0.58) 3.57(0.56) (0.61) 3.28(0.69) (0.61) 3.41(0.67) (0.47) 3.31(0.42) 3.03** 3.49(0.46) 3.37(0.45) 1.92 *p<.05, **p<.01, ***p<.001 t, < 6>, (t=3.56, p<.001)
11 .., < 7> (t=2.16, p<.05), (t=3.23, p<.01), (t=3.05, p<.001).. (n=203) M(SD) (n=54) M(SD) t 3.14(0.51) 2.88(0.55) 3.23** 3.59(0.61) 3.31(0.51) 3.05** 3.67(0.68) 3.57(0.58) (0.59) 3.60(0.50) (0.65) 3.46(0.59) (0.47) 3.33(0.38) 2.16* *p<.05, **p<.01 < 8>,, 65.4%,,,,,,,,,. < 9>, 1,,,. 2,,,,,. 3,,,. < 9>, 1,,,. 2,,,. 3,.
12 ( %) 19(7.4) 33(12.8) 157(61.1) 88(34.2) 168(65.4) 167(65.0) 69(26.8) 75(29.2) 22(8.6) 147(57.2) 945(367.7) % (0.4) 5(1.9) - 30(11.7) 10(3.9) 14(5.4) 6(2.3) 6(2.3) 10(3.9) 20(7.8) 26(10.1) 6(2.3) 17(6.6) 21(8.2) 39(15.2) 18(7.0) 41(16.0) 45(17.5) 5(1.9) 10(3.9) 13(5.1) 7(2.7) 15(5.8) 12(4.7), 144(56.0) 18(7.0) 14(5.4) 5(1.9) 12(4.7) 13(5.1) 8(3.1) 29(11.3) 23(8.9) 102(39.7) 31(12.1) 20(7.8) 5(1.9) 42(16.3) 17(6.6) 5(1.9) 16(6.2) 16(6.2) 8(3.1) 22(8.6) 29(11.3) 1(0.4) 3(1.2) 8(3.1) 2(0.8) 3(1.2) 2(0.8) 2(0.8) 4(1.6) 5(1.9) 12(4.7) 36(14.0) 30(11.7) 15(5.8) 26(10.1) 30(11.7) 5(1.9) 3(1.2) 3(1.2) 7(2.7) 2(0.8) 39(1.2) 44(17.1) 62(24.1) 77(30.0) 45(17.5) 71(27.6) 85(33.1)
13 , 197 (76.7%) 60 (23.3%)., 28 (46.7%), (11, 18.3%), (11, 18.3%), (6, 10.0%), χ 2 96(77.4) 28(22.6) 124(100.0) 48(69.6) 21(30.4) 69(100.0) 53(82.8) 11(17.2) 64(100.0) 1 50(69.4) 22(30.6) 72(100.0) 1~3 50(73.5) 18(26.5) 68(100.0) 4~6 47(81.0) 11(19.0) 64(100.0) 7~10 22(88.0) 3(12.0) 25(100.0) 10 28(82.4) 6(17.5) 34(100.0) 154(75.9) 49(24.1) 203(100.0) 43(79.6) 11(20.4) 54(100.0) 30(65.2) 16(34.8) 46(100.0) 167(79.1) 44(20.9) 211(100.0) 143(82.2) 31(17.8) 174(100.0) 54(65.1) 29(34.9) 83(100.0) 130(87.2) 19(12.8) 149(100.0) 67(62.0) 41(38.0) 108(100.0) 163(80.3) 40(19.7) 203(100.0) 34(63.0) 20(37.0) 54(100.0) ** 22.24*** 7.16* 197(76.7) 60(23.3) 257(100.0) *p<.05, **p<.01, ***p<.001
14 (2, 3.3%), (1, 1.7%). (1, 1.7%)., < 10> (χ 2 =3.33, p=.189), (χ 2 =5.5, p=.24), (χ 2 =.34, p=.35), (χ 2 =4.1, p=.054)., < 10> (χ 2 =9.21, p=.004).., < 10> (χ 2 =22.24, p=.000).., < 10> (χ 2 =7.16, p=.011).....,,,.. (, 2008).
15 (Gagne, 1998)..,. (2008)..,,..,.. (2008),.,..., 76.7%. 23.3%.,. (,, 2012).. (, 2015),
16 .,,,,.,,,....,,,.,,.,, (,, 2013).,.. (,, 2009)..,.,,
17 .,. ((Lord, Cook, Leventhal, & Amaral, 2000; VanMeter, Fein, Morris, Waterhouse, Allen, 1997).,, (, 2015)..,.,.,,,,.,.,,,.., 5.., (Osgood) 1957 (1964).
18 .. (2014).., (2008).. (2), (2008).,,., (2009).. (2), (2012).,,. (2003).. (1996).., (2014).. (2015).. (3), (2001).,,.,, (2014).., (2007).., (2009).. (1), (2000).. (1), ,,,, (2006).. (3), (1964).., (1999)..,,. (2010)..,
19 ,. (1999)..,,. (2015). ADHD. (2), , (2012).. (4), , (2013).. (4), Alice, P. J., & Norah, F. (2010). Multiple-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school. Journal of Autism Developmental Disorders, 40, Amado, A. N., Stancliffe, R. J., McCarron, M., & McCallion, P. (2013). Social inclusion and community participation of individuals with intellectual/developmental disability. Intellectual and Developmental Disabilities, 51(5), Baron-Cohen, S., O Riordan, M., Stone, V., Jone, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29(5), Gagne, R. M. (1998). (, )..( 1988 ) Hobson, P. (2005). Autism and emotion. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders(pp ). Hoboken, NJ John Wiley & Sons. Keith, J. M., Bennetto, L., & Rogge, R. D. (2015). The relationship between contact and attitudes Reducing prejudice toward individuals with intellectual and developmental disabilities. Research in Developmental Disabilities, 47, Lord, C., Cook, E. H., Levethal, B., & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 29(2), Martinez, C. S. (2011). Spark Program evaluation of school-based group therapy for at-risk student. Unpublished doctoral dissertation, The Wright Institute. Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. Champaign, IL University of Illinois Press. Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities An ecological model of social networks and community
20 participation. Research in Developmental Disabilities, 38(1), VanMeter, L., Fein, D., Morris, R., Waterhouse, L., & Allen, D. (1997). Delay versus deviance in autistic social behavior. Journal of Autism and Developmental Disorders, 27(5),
21 A Study on the Attitude and the Intention of Psychotherapists toward the Counseling for Children with Special Needs The purpose of this study was to investigate the attitude and the intention of psychotherapists on the counseling for children with special needs. Two hundred and fifty-seven psychotherapists participated in this study. For the research purpose, the survey questionnaires based on related literature and the semantic differential scales were used. Data were analyzed by frequency, percentage, case percentage, t-test, F-test, and χ 2 test. The results of this study were as follows. First, on the attitude of psychotherapists on the counseling for children with special needs, there were not significant differences according to the special fields, work experiences, and religion. But there were significant differences according to the family member with special needs, the taking courses and in-service training related the counseling for children with special needs, and the experience worked in the institution implementing the counseling for children with special needs. Psychotherapists who have a family member with special needs in family or relatives showed more positive attitude on the counseling for children with special needs. Second, on the intention of psychotherapists on the counseling for children with special needs, 76.7% of the subjects showed the intention on the counseling for children with special needs. There were not significant differences according to the special fields, work experiences, religion, and the family member with special needs. There were significant differences according to the taking courses and in-service training related the counseling for children with special needs, and the experience worked in the institution implementing the counseling for children with special needs. Psychotherapists participated in the study showed comparatively positive attitude and intention on the counseling for children with special needs. Key words semantic differential technique, couseling for children with special needs, psychotherapist * () (eun67@dankook.ac.kr)
Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp DOI: * Strenghening the Cap
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., (, 2000;, 1993;,,, 1994), () 65, 4 51, (,, ). 33, 4 30, 23 3 (, ) () () 25, (),,,, (,,, 2015b). 1 5,
* 4.,, 3,,, 3,, -., 3, 12, 27, 20. 9,,,,,,,,. 6,,,,,. 5,,,,.. * (2016),. (Corresponding Author): / / 303 Tel: 063-225-4496 / E-mail: jnj1015@jj.ac.kr ., (, 2000;, 1993;,,, 1994), 2000. 2015 () 65, 4 51,
Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: 3 * Effects of 9th
Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp.357-378 DOI: http://dx.doi.org/10.21024/pnuedi.29.2.201906.357 3 * Effects of 9th Grade Students Participation in Career Curriculum Cluster
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: The Korean Journal of Counseling and Psychotherapy 2003. Vol. 15, No. 3, 615-631. 1 2 3 1,410.,, ( ),., ( 69%),.,, ( ), ( ).,,.., ( ).,. :,,. :, (390-711) 21-1, : 043-649-1362 E-mail : ydk9498@hanmail.net
Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: * The Effect of Paren
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歯5-2-13(전미희외).PDF
The Korean Journal of Counseling 2004, Vol. 5, No. 2, 423-434,. 4 5 18 9, 9.,,,,,.,,, t-.. :,,, (,, 1996),.,,. (, 2001),... 88 98 2000, 88 12.5%(250 )98 35.6%(712 )2.8 (,,, 2001) (Corresponding Author)
27 2, 17-31, , * ** ***,. K 1 2 2,.,,,.,.,.,,.,. :,,, : 2009/08/19 : 2009/09/09 : 2009/09/30 * 2007 ** *** ( :
27 2, 17-31, 2009. -, * ** ***,. K 1 2 2,.,,,.,.,.,,.,. :,,, : 2009/08/19 : 2009/09/09 : 2009/09/30 * 2007 ** *** (: dminkim@cau.ac.kr) 18 한국교육문제연구제 27 권 2 호, 2009. Ⅰ. (,,, 2004). (,, 2006).,,, (Myrick,
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Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * A Research Trend
Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.295-318 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.295 * A Research Trend on the Studies related to Parents of Adults with Disabilities
. 45 1,258 ( 601, 657; 1,111, 147). Cronbach α=.67.95, 95.1%, Kappa.95.,,,,,,.,...,.,,,,.,,,,,.. :,, ( )
. 45 1,258 ( 601, 657; 1,111, 147). Cronbach α=.67.95, 95.1%, Kappa.95.,,,,,,.,...,.,,,,.,,,,,.. :,, (402-751) 253 E-mail : yspark@inha.ac.kr ,. (, 2011),, 1980 5 49.9%, 4 (20.3%). 1985, 5 (39.0%), 4 (25.3%).
Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp DOI: * Review of Research
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Disability & Employment 55 Disability & Employment 56 57 Disability & Employment 58 59 Disability & Employment 60 61 Disability & Employment 62 63 Disability & Employment 64 65 Disability & Employment
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김진주 김수연. 초등학생대상장애이해교육에활용된동화에나타난장애인관분석. 특수교육, 2013, 제12권, 제2호, 135-160... 20.,,. 4.,,.,..... 주제어 : 장애이해교육, 동화, 장애인관 1. ( 1 ) Incheon Munhak Elementary School ( )(, E-mail: sooyoun@ginue.ac.kr) Dept. of
서론
- i - - ii - - iii - - iv - - v - - vi - - 1 - - 2 - - 3 - - 4 - - 5 - - 6 - - 7 - - 8 - - 9 - - 10 - - 11 - - 12 - - 13 - - 14 - - 15 - - 16 - - 17 - - 18 - - 19 - - 20 - - 21 - - 22 - - 23 - - 24 - -
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- iii - - i - - ii - - iii - 국문요약 종합병원남자간호사가지각하는조직공정성 사회정체성과 조직시민행동과의관계 - iv - - v - - 1 - - 2 - - 3 - - 4 - - 5 - - 6 - - 7 - - 8 - - 9 - - 10 - - 11 - - 12 - - 13 - - 14 - α α α α - 15 - α α α α α α
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A Study on Married Female Immigrants Life Style and Marriage Satisfaction in Terms of Preparing Their Old Age in Chungcheongnam-do Department of Gerontology, Hoseo University Doctoral Student : Hi Ran
- i - - ii - - iii - - iv - - v - - 1 - - 2 - - 3 - - 4 - - 5 - - 6 - - 7 - - 8 - - 9 - - 10 - - 11 - - 12 - - 13 - - 14 - - 15 - - 16 - - 17 - - 18 - - 19 - α α - 20 - α α α α α α - 21 - - 22 - - 23 -
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Kor. J. Aesthet. Cosmetol., 라이프스타일은 개인 생활에 있어 심리적 문화적 사회적 모든 측면의 생활방식과 차이 전체를 말한다. 이러한 라이프스 타일은 사람의 내재된 가치관이나 욕구, 행동 변화를 파악하여 소비행동과 심리를 추측할 수 있고, 개인의
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27 2, * ** 3, 3,. B ,.,,,. 3,.,,,,..,. :,, : 2009/09/03 : 2009/09/21 : 2009/09/30 * ICAD (Institute for Children Ability
27 2, 71-90. 2009. 3 * ** 3, 3,. B 2003 4 2004 2.,.,,,. 3,.,,,,..,. :,, : 2009/09/03 : 2009/09/21 : 2009/09/30 * ICAD (Institute for Children Ability Development) ** ( : heyjun@gmail.com) 72 한국교육문제연구제
230 한국교육학연구 제20권 제3호 I. 서 론 청소년의 언어가 거칠어지고 있다. 개ㅅㄲ, ㅆㅂ놈(년), 미친ㅆㄲ, 닥쳐, 엠창, 뒤져 등과 같은 말은 주위에서 쉽게 들을 수 있다. 말과 글이 점차 된소리나 거센소리로 바뀌고, 외 국어 남용과 사이버 문화의 익명성 등
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韓 國 保 健 看 護 學 會 誌 Journal of Korean Public Health Nursing Volume 26. No. 2, 248-257, August 2012 http://dx.doi.org/10.5932/jkphn.2012.26.2.248 중심단어 : 남자대학생, 성의식, 성태도 남자대학생의 성의식과 성태도 * 김 상 희 ** 윤 우 철 ***
Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp DOI: The Effect of Caree
Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp.325-349 DOI: http://dx.doi.org/10.21024/pnuedi.28.3.201809.325 The Effect of Career Preparation Behavior Before and After Major Transitions
레이아웃 1
Disability & Employment 2011. 8. 제21권 제3호(통권 72호) pp.209~238 장애인의 직업재활을 위한 자기표현력 향상에 관한 집단미술치료 사례연구 임혜숙 서울사회복지대학원대학교 사회복지학과 교수 요 약 본 연구에서는 장애인의 직업재활동기를 강화시키고 지속시키는데 필요한 자기표현력 향상을 위한 집단미술치료의 영향에 관하여 사례연구를
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저작자표시 - 비영리 - 변경금지 2.0 대한민국 이용자는아래의조건을따르는경우에한하여자유롭게 이저작물을복제, 배포, 전송, 전시, 공연및방송할수있습니다. 다음과같은조건을따라야합니다 : 저작자표시. 귀하는원저작자를표시하여야합니다. 비영리. 귀하는이저작물을영리목적으로이용할
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