重度精神薄弱兒 敎師敎育의 問題

• 영문명: Training Teaches for the Severely and Profaundly Mental Retanded
• 발행기관: 국민대학교 교육연구소
• 저자명: 趙元浩(Won-ho Cho)
• 간행물 정보: 『교육논총』제4집, 73~85쪽, 전체 13쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1985.02.01

영문 초록

  Due to humanistic view and parent"s needs, there have been clauned a right to education for the severely and profoundly mental retarded.   As the concern changes from custodial care to education and training for these individuals, highly trained teachers will be needed in schools and/or training institutes. But few teachers are trained to teach these children, and few professors of special education are prepared to instruct teachers in educating the severely and profoundly handicapped. Universties has focussed theacher traing in special education to the midly and moderately handicapped.   The followings are some training requirements in prospective teacher for the severely and profoundly mental retarded.   1. Diagnosic and Evaluation Techniques: The standard diagnotic and evaluation tools presently employed with the midly handicapped are little use for the severely and profoundly individuals. Moreover any tools for these children have not been developed yet. To accurately assess the functioning level of these children, the teacher must have a thorough working knowledges of human growth and development patterns from birth through begining school.   2. Curriculum: For the severely/profoundly handicapped, the curricular emphasis must focus on response to environmental stimulation, grasping, movement of body parts, vocalization, imitation eye-hand coordination, language aequisition, self feeding, dressing, toileting and social/recreational behaviors.   3. Methodology: With the severely and profoundly handicapped, teacher must have not only understanding behavior modification theory, reinforcement principles, discrimination learning, modeling technique, but also applying these into daily teaching sessions.   4. Interdisciplinary Teamwork: So many severely and profoundly handicapped individuals have multiple handicaps that the activities of these individuals must be considered by physicians, physical therapists, audiologists, speech clinicians and psychologists.   5. Extensive Expenence: Field experiences will permit prospective teachers to determine if they have the abilities and attitudes required.   6. Parents Training: In order for teachers to assume the role of parents trainer, they must be able to explaine the student"s abilties, progress and behavioral traits, and have information concerning community resources.   7. Use of Prothetic Aids: In order to successfully deal with the severely/profoundly handicapped, teacher must be well known in the use of prosthetic aids such as walkers standing tables, whelchairs and modifieded spoons.

목차

Ⅰ. 緖論
Ⅱ. 專門敎師의 必要性
Ⅲ. 敎育內容
Ⅳ. 專門家의 確保
Ⅴ. 結論
〈參考文獻〉
(Summary)