精神遲滯 特殊學敎 父母敎育 프로그램 構成을 爲한 基礎調査 硏究
저자
발행사항
공주 : 공주대학교 교육대학원, 1997
학위논문사항
학위논문(석사)-- 공주대학교 교육대학원 : 특수교육전공 1997. 2
발행연도
1997
작성언어
한국어
주제어
DDC
371.9
발행국(도시)
충청남도
형태사항
ii, 54 p. : 삽도,설문지 ; 27 cm
소장기관
This research intends to supply the basic data for a parent education programs. I have studied the operation of parent education programs that currently exist and the desire for a parent-teacher. Parent Education Program in a school for Mental retarded children.
In order to survey parent programs, in the Dae-Jun, Chung-nam district, 32 parents with previous parentsprogram experience were chosen.
To find iut if parents and teachers desire institution a Parent Education Programs, 63parentsand 50 teachers in a school for the handicapped, from the same district, have been questioned and surveyed.
handicapped, from the same district, have been questioned and surveyed.
The Result of the Research is as follows
First, the results of the survey in parent education program management that can be implemented in schools for the mentally handicapped parent education has been done once a term, and 1 or 2-hour parent education in a course is tje most.
The survey was conducted mostly through individual counsels and group counsels.
It is my belief that various other ways of education should be chosen such as the appointment of a special teacher solely responsible for handicapped children. The most important reason parents don't take part in parent-education is that proper parent-education programs do not exist.
Second, the desire for parent-teacher participation in parent-teacher is that parents and teachers have confidence in the mental handicapped children, but they don't know how to teach their children well. Most parents and teachers replied.
They also replied, another difficulty with handicapped children is that they are not properly taught according to their needs.
Thus, we can concludethatcurrent methods educating of handicapped children are inadequate, and by instituting proper educational programs, we are acknowledging that parent-teacher cooperation is necessary.
The desire for parent-teacher programs is the way of education that discussion or talk among participants is very important.
We Believe the most effective time for a course is approximately sixty minutes. The best time to take part inthe educational process is from 9 Am. to 12(noon). Most parents and teachers chose the middle of the term(they could chose times ranging from the beginning to the end of the term). They wanted the time of educational execution to be four times a year.(twice every term.)
They also wanted parent education to be executed in the same school as their children.
The results show that in the program, both parents and teachers are essential in every aspect of the proram.
The most necessary item is understanding and recognizing how handicapped children are best guided in daily life.
Thirdly, there is a difference between teacher-groups and parent-groups in parent-education programs.
The survey indicated that teacher-groups have a lot of confidence teaching mentally handicapped children, as opposed to parent-groups who have very little confidence in teaching.
The difficulty in educating handicapped children as teacher-groups point out, is the lack of family understanding. In response to such claims, teacher-groups point out that they don't know how to properly teach their children.
Therefore, both teachers and parents believe parent-education is necessary in teaching handicapped chilren.
The difference of parents' desire about the way of parent-eduaction program progress is that parent-groups want the passive way that parent-group only hear the lecture, but teacher-groups want to adopt a active method, in which participants discuss topics with other parent-groups.
Thus, it seems apparent what the difference is between each group desire.
The difference in their desires about the times of parent-education execution is that parent-groups want to participate more than four times a year.
The difference in their desires concerning mentally handicapped children shows that parent-groups more strongly desire information than do teacher-group's.
As seen by the free-question items, parent-groups want their handicapped children taught according to the child's aptitude or vocational education, and through counselling with other handicapped children's parent and specialists. However, teacher-groups want handicapped children to learn through a close connection placing an emphasis on learning how to perform daily routines.
Therefore, in mentally handicapped schools, we believe parent-education programs are necessary for the proper development of its children and their parent.
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