精神薄弱學童의 現況과 生活指導 方案에 關한 硏究 = A study on the Current Situation of the Mentally Retarded School Children and the Suggeted Living Guidance Plan

다국어 초록 (Multilingual Abstract)

This study atlempts to review the literature concerning the exceptional child, mentally retarded child and guidance for mentally retarded child. It will also survey and analysis the actual conditions of mentally retarded school child who attends special classes within the regular school. Through this study, the writer hopes to provide some useful guidlines in coping with the current situation.
1) Literary review: the definition of an exceptional child has been generally accepted, however, to mean either the handicapped or the gifted child: ① the child who has a physical handicap, such as a crippling condition, deafness, or blindness: ② the child who deviates mentally, whether he is very bright or very dull or mentally retarded: and ③ the child who is maladjusted or emotionally disturbed. The exceptional child is defined as that child who deviates from the average or normal child in mental, physical, or social characteris to such an extent that he requires a modification of school practice, or special educational services, in order to develop to his maximum capacity.
Among the exceptional children, the mentally retarded child has been classified in various ways. They have been classified for educational purposes as ① Educable Mentally Retarded (IQ. 50.55∼70.75), ② Trainable Mentally Retarded (IQ. 25.30∼50.55),③ Totally Dependent (IQ. below 25).
For those with low intelligence that is those who lost their intellectual function, living guidance is more relesent than academic or intellectual teaching.
2) The current Korean situation involving the Mentally Retarded School Child:
① Special Classes in regular school:
Iterms Number
Special Classes......................350
Children in the above Classes......6,931
Teachers ............................350
② Mentally Retarded Schools:
Schools...............................15
Classes..............................137
Children...........................1,645
Teachers.............................171
③ Special Schools:
(deaf, blind, physical handicapped, and mentally retarded)
Schools .............................51*
Teachers ...........................758*
Children .........................6,480*
Classes ............................598*
51*-Among these 51 schools, 15 mentally retarded schools are included.
758*-Among these teachers, 171 mentally retarded teachers are included.
6,480*-Among these children, 1,645 retarded school children are included.
598*-Among these classes, 137 mentally retarded classes are included.
The actual condition of the specialeducation teachers:
① Teaching experience: General education teaching experience average 13 years,
Special education teaching experience about only 1 year.
② Teaching credentiak: Qualified education (who have special education teaching credential)-39(22%)
General teaching credentials-146(70%)
③ Teaching subjects: Usually teachers in the special classes try to teach and lead the subjects in areas that interest the teacher rather than satisfy the students needs or desires.
This means that teachers don't understand the mentally retarded children fully.
Based on the result of this survey, the writer feels it is essential that some type of living guidance plan be established for the mentally retarded children.
As the plan of some guide lines for daily life: First of all, teachers, parents, and other leaders have to have a fully understanding and some sympathy about mentally retarded child in order to fully appreciate the mentally retarded child's situation and with this understanding we can treat, teach and lead them properly.
Based on this knowledge of the mentally retarded, the writer provides the following methods: Individual guidance, group guidance, therapy method, habitual guidance, personality guidance, health guidance, safety guidance, and problem behavior guidance etc.
Through these methods, the following teaching subjects should be following:sleeping habit, good body appearance, table manners, toilet training, learning habit, health and safety, and washing and cleaning habit, etc. For all of these, teachers must be qualified in the field of special education.
As a conclusion, this study recommends the following: ① Practical experience with the special class room for the mentally retarded children.
② Reconstruction of the curriculum for the living guidance for mentally retarded.
③ Special teachers training is essential for the special education teacher for the mentally retarded.

목차 (Table of Contents)

• Ⅰ. 序論 = 373
• A. 硏究의 必要性 = 374
• B. 硏究의 目的 = 374
• C. 硏究의 對象 및 方法 = 374
• Ⅱ. 理論的 背景 = 375
• A. 特殊兒童의 槪念 = 375
• B. 精神薄弱兒童의 定義 = 376
• C. 精神薄弱兒童의 諸特性 = 378
• D. 精神薄弱兒와 生活指導 = 380
• Ⅲ. 特殊 學校, 學級 및 精神薄弱兒童의 現況 = 382
• A. 特殊學級 現況 = 382
• B. 碇泊學校 現況 = 383
• C. 特殊學敎 현황 = 384
• D. 特殊敎師 現況 = 385
• Ⅳ. 精神薄弱兒童을 위한 生活指導方案 = 388
• A. 生活指導의 基礎 = 388
• B. 生活指導의 方法 = 389
• C. 生活指導를 위한 敎育課程內容 = 394
• D. 生活指導에 있어서의 敎師의 資質問題 = 395
• Ⅴ. 結論 = 396
• A. 要約 = 396
• B. 提言 = 397
• <참고도서> = 397
• Summary = 399