지체부자유 학생 근 위축 증후의 양상 및 대처 자원 연구

• 영문명: A study on the Symptoms of Muscular Dystrophy and Coping Resources of Students with Physical and Multiple Disabilities
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 전헌선(Jun, Hun-Sun)
• 간행물 정보: 『지체.중복.건강장애연구』제45권, 21~39쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.01.30

국문 초록

본 연구는 지체부자유 학생 근 위축 증후의 양상 및 대처 자원을 알아보는데 목적이 있었다. 연구의 결과와 고찰을 통하여 얻어진 결론은 다음과 같다. 첫째, 지체부자유 학생 근위축 증후의 양상은 다양한 동의어로 표현되고 약 200여 종류로 분류되는데 이 중에서 듀센형, 백크형, 안면견갑상완형, 지대형, 위축성근경직형이 대표적이다. 둘째, 지체부자유 학생 근위축 증후의 대처 자원은 질적인 학습지원 활동, 일상생활 및 진로 지도, 가족 지원이 주축을 이룬다. 셋째, 지체부자유 학생 근위축 증후의 치료교육 방법은 놀이, 운동, 작업 중심의 선택적 치료교육 활동을 전개하되 이들의 장애 특성과 정도에 적합한 질적 교육 활동이 되어야 한다.

영문 초록

The purpose of this study was to investigate the symptoms of muscular dystrophy and coping resources of students with physical and multiple disabilities. Muscular dystrophy is a group of primary muscle diseases characterized by progressive weakness and death of muscle fibers. There is no associated change in the central nervous system in the muscular dystrophies. The most common form of muscular dystrophy is Duchenne muscular dystrophy(DMD), which was named after the neurologist G. B. A Duchenne. DMD occurs as a result of the absence or alteration of a protein called dystrophin ; the gene for dystrophin production is located on one of the female s X chromosomes. As a result of its location, DMD is aSexlinkeddisease, and it affects one in every 3,300 live male births. Females transmit the condition to 50% of their male offspring but are not affected themselves. In the final stages of muscular dystrophy, there is an increased incidence of respiratory infections. Individuals with Duchenne muscular dystrophy often live until adolescence or young adulthood. The results of this study were as follows; First, an aspect of muscular symptoms in the student with physical and multiple disabilities were about 200 equivalent that was Duchenne muscular dystrophy, Backer muscular dystrophy, Facioscapulohumeral dystrophy etc. Second, the coping resources of muscular dystrophy symptoms in the student with physical and multiple disabilities were learning support service, daily living and career service, family support service. Finally, the therapeutic education method of muscular dystrophy symptoms in the student with physical and multiple disabilities was selected therapeutic education service by the play, exercise, and work centered. The purpose of this study was to investigate the symptoms of muscular dystrophy and coping resources of students with physical and multiple disabilities. Muscular dystrophy is a group of primary muscle diseases characterized by progressive weakness and death of muscle fibers. There is no associated change in the central nervous system in the muscular dystrophies. The most common form of muscular dystrophy is Duchenne muscular dystrophy(DMD), which was named after the neurologist G. B. A Duchenne. DMD occurs as a result of the absence or alteration of a protein called dystrophin ; the gene for dystrophin production is located on one of the female s X chromosomes. As a result of its location, DMD is aSexlinkeddisease, and it affects one in every 3,300 live male births. Females transmit the condition to 50% of their male offspring but are not affected themselves. In the final stages of muscular dystrophy, there is an increased incidence of respiratory infections. Individuals with Duchenne muscular dystrophy often live until adolescence or young adulthood. The results of this study were as follows; First, an aspect of muscular symptoms in the student with physical and multiple disabilities were about 200 equivalent that was Duchenne muscular dystrophy, Backer muscular dystrophy, Facioscapulohumeral dystrophy etc. Second, the coping resources of muscular dystrophy symptoms in the student with physical and multiple disabilities were learning support service, daily living and career service, family support service. Finally, the therapeutic education method of muscular dystrophy symptoms in the student with physical and multiple disabilities was selected therapeutic education service by the play, exercise, and work centered.

목차

Ⅰ. 서 론

Ⅱ. 지체부자유 학생 근 위축 증후의 양상

Ⅲ. 지체부자유 학생 근 위축 증후의 대처 자원

Ⅳ. 지체부자유 학생 근 위축 증후의 치료 교육 방법

Ⅴ. 요약 및 결론

키워드

근위축증후 진행성근위축증 symptoms of muscular dystrophy progressive muscular dystrophy:PMD