@article{ART001508461},
author={정훈영 and Seo， Gyeong Hee},
title={Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2010},
volume={11},
number={4},
pages={19-45}
TY - JOUR
AU - 정훈영
AU - Seo， Gyeong Hee
TI - Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed
JO - Journal of Special Education: Theory and Practice
PY - 2010
VL - 11
IS - 4
PB - Research Institute of the Korea Special Education
SP - 19
EP - 45
SN - 1598-060X
AB - The aim of this study is to analyze that how the composition of school curriculum and formation of special school for emotionally disturbed in Korea are being operated.
A result of the study as follows:First, we found that educational goals of special school for the emotionally disturbed are to nurture someone who adjust in society, healthy and overcome handicap.
Second, the kindergarten of special school for emotionally disturbed is even organized and operated 5 living parts curriculum such as the languages, social study, inquiry, health, representation for holistic and harmonious development of physical and mental growth targets.
Third, the elementary school of special school for emotionally disturbed is focused on the goals that school adjustment and independent living foundation. It’s for holistic and harmonious development of physical and mental growth, and social adjustment attitude, problem-solving, attitude and aesthetic cultivation. So social studies and physical education had been much emphasized and operated than other subjects.
Fourth, the junior and high school of special school for emotionally disturbed has a goal to learn the necessary capabilities for learning and everyday life in the community and to make a democratic civil society can lead a positive life. It’s focused on social adjustment attitude, problem-solving, attitude and aesthetic cultivation. skill and creative expression, a variety of career exploration. So a lot of time in activities organized at the society and the profession, discretion activity have operating.
KW - special school for the emotionally disturbed;curriculum for special school;curriculum for school
DO -
UR -
ER -
정훈영 and Seo， Gyeong Hee. (2010). Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed. Journal of Special Education: Theory and Practice, 11(4), 19-45.
정훈영 and Seo， Gyeong Hee. 2010, "Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed", Journal of Special Education: Theory and Practice, vol.11, no.4 pp.19-45.
정훈영, Seo， Gyeong Hee "Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed" Journal of Special Education: Theory and Practice 11.4 pp.19-45 (2010) : 19.
정훈영, Seo， Gyeong Hee. Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed. 2010; 11(4), 19-45.
정훈영 and Seo， Gyeong Hee. "Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed" Journal of Special Education: Theory and Practice 11, no.4 (2010) : 19-45.
정훈영; Seo， Gyeong Hee. Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed. Journal of Special Education: Theory and Practice, 11(4), 19-45.
정훈영; Seo， Gyeong Hee. Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed. Journal of Special Education: Theory and Practice. 2010; 11(4) 19-45.
정훈영, Seo， Gyeong Hee. Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed. 2010; 11(4), 19-45.
정훈영 and Seo， Gyeong Hee. "Analysis of the Curriculum for School and the Actual State of Formation on Special School for the Emotionally Disturbed" Journal of Special Education: Theory and Practice 11, no.4 (2010) : 19-45.
