노작교육이 초등학교 특수학급 정신지체 아동의 행동 변화에 미치는 효과 분석

Analysis the Effects of Work Education Affected Behaviors of the Mental Retarded in Elementary Schools

The purpose of this study was to analyze the effects of work education after observing that how development and operation of a program based on the necessity of work education for the mental retarded children in elementary schools affected their behaviors. For this, the concrete goals of this research are to understand characteristics and learning principle of mental retarded children and reveal the need of work education. It analyzes and induces the work education activities suitable to mental retarded children among the 7th curriculum of practical arts and curriculum of special schools, develops work education program for the mental retarded children and analyzes the effects of work education by observing behavioral changes. This study uses literature survey and experimental research to accomplish these research goals. Literatures related to education of mental retarded children, work education and the 7th curriculum of practical arts are collected and examined, and educational concept and principle of the mental retarded children are examined. Experimental research extracts contents of word education with experiences suitable to children by analyzing the 7th curriculum of practical arts and the curriculum of special schools according to learning method and educational principles of the mental retarded children and several problem behaviors and changes of functional level shown in the process of conducting 12 works by areas including agricultural life, horne environment and industrial technology for two weeks are observed. All three children attending the research committed the aggressive and violent behaviors frequently and there were many problems to do works due to their physical handicaps, but as they continued to do works, the frequency of their aggressive behaviors was decreased and they showed a passive behavior not to hinder other children. The results of functional level showed that they were higher in performing the level requiring the whole response exactly than pretest and they were very active in the activity with more interests and showed the functional improvement. Therefore, if works presented in the curriculum are recomposed add presented suitable to their levels, they can take part in it actively, the frequency of problem behaviors is reduced and their functions are improved. That is, works suitable to children’s level and applicable by them can restrict a problem behavior and be an important learning factor which can improve their exercise ability and physical activity level.