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@article{ART001228645},
author={Rhie Sukjeong},
title={Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2007},
volume={8},
number={4},
pages={241-262}

TY - JOUR
AU - Rhie Sukjeong
TI - Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2007
VL - 8
IS - 4
PB - Research Institute of the Korea Special Education
SP - 241
EP - 262
SN - 1598-060X
AB - The phenomena of communication and relations of the students with severe and multiple disabilities in their educational environment can be characterized as defect relationship, mainly due to the misunderstanding or neglecting of the first care-givers/teachers on their communicative requiring and purposing. Regarding these aspects, debates and arguments on learning and teaching to these children should be started with a fundamental question such as how they communicate or construct their own world, followed by the philosophical and anthropological reflecting on the existence of human-beings.In this paper, the elements and principles of theory "elementary relation" ("Elementare Beziehung) of B. Fornefeld, a Professor at the University of Cologne in Germany, as an instructional concept for students with severe and multiple disabilities, were presented. Some of those principles are based on the philosophy of communication Bodenheimers, Body-Phenomenology of Maurice Merleau-Ponty and developmental theories like the attachment theory J. Bowlbys. In addition, a sample of effective instruction according this elementary relation-concept was introduced and analyzed and finally some issues of this relationship-oriented approach to these children were discussed.
KW - severe and multiple disabilities;instructional concept;Elementare Beziehung;elementary relation;Fornefeld
DO -
UR -
ER -

Rhie Sukjeong. (2007). Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities. Journal of Special Education: Theory and Practice, 8(4), 241-262.

Rhie Sukjeong. 2007, "Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities", Journal of Special Education: Theory and Practice, vol.8, no.4 pp.241-262.

Rhie Sukjeong "Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities" Journal of Special Education: Theory and Practice 8.4 pp.241-262 (2007) : 241.

Rhie Sukjeong. Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities. 2007; 8(4), 241-262.

Rhie Sukjeong. "Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities" Journal of Special Education: Theory and Practice 8, no.4 (2007) : 241-262.

Rhie Sukjeong. Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities. Journal of Special Education: Theory and Practice, 8(4), 241-262.

Rhie Sukjeong. Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities. Journal of Special Education: Theory and Practice. 2007; 8(4) 241-262.

Rhie Sukjeong. Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities. 2007; 8(4), 241-262.

Rhie Sukjeong. "Analysis on the theory of "elementary relation" ("Elementare Beziehung") as an instructional concept for students with severe and multiple disabilities" Journal of Special Education: Theory and Practice 8, no.4 (2007) : 241-262.