輕度精神薄弱兒 敎育에 관한 一考

• 영문명: A Study of Special Education for the Mildly Retarded
• 발행기관: 국민대학교 교육연구소
• 저자명: 趙元浩(Cho Won Ho)
• 간행물 정보: 『교육논총』제1집, 71~84쪽, 전체 14쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1982.02.01

영문 초록

  This paper has dealt with some of problems which special teachers confront when they try to diagnose and remedy children who are poor academic achievers.   Followings are the problems:   ① Since the causes of academic failure are complex, it is difficult to assess accurately of the etiology of learning problems.   ② The important problems lie in developing measures of the process which relate significanily with academic achievement.   ③ The special teachers have to develop and administer a criterion-referenced test which has value in pointing specific academic weakness. It has discussed some limitations of diagnostic and remedial activities.   Some of limitations are as follows:   ① The lack of opportunities for interaction of the regular and special teacher makes hard to understand the important aspects of children"s learning problems.   ② It is no assurance that the regular teachers would be cooperative in remedial programs.   ③ Diagnosis and remediation of selected children outside the classroom is expensive and time consuming.   ④ Regular teachers have unrealistic expectation on special education programs. And also, it has suggested my opinion to increase the special teacher consultant service to regular teachers.   The success of the teacher consultant service depends on several factors.   ① The special teacher must be proficient as a teacher in all specific academic skill areas. ② The special teacher must be able to assess student academic competencry with formal and informal diagnostic tools. ③ He must be able to demonstrate the tactics and strategies of good teaching.   In conclusion, if special teachers regard poor academic achievers as deviants and conduct to them a first-aid remediation program, nonachieving children"s learning difficulties would not be overcome. Although the special teachers teach the poor academic achievers in sperial classes, they will be passive and defensive in relation to regular techers by having to devise programs to diagnose and remedy children who have difficulties in an inefficient instructional system. By persisting on the premise that these children are incompetent, special teachers become an integral part of that system.   Extending special education services to the regular classroom changes emphasis from child"s pathology to school environment which frequently cause poor school achievement. Suggested strategies would deemphasize the assessment of child"s problem in isolation and emphasize the teacher consultant role. This new strategies would not only help children with difficulties in academic achievement, but also would refocus the attention of regular teachers on problems which are insolvable without the special teachers.

목차

1. 緖言
2. 診斷과 矯正
3. 診斷ㆍ矯正의 制限
4. 一般敎師 諮問
5. 結語
〈參考文獻〉
(Summary)