The purpose of this study was to enhance the fine motor development and the writing ability by applying the molding activity of using clay to the cerebral palsied students who tries not to write well for a reason of ill body in the face of feeling difficulty in writing. Given specifically suggesting...
The purpose of this study was to enhance the fine motor development and the writing ability by applying the molding activity of using clay to the cerebral palsied students who tries not to write well for a reason of ill body in the face of feeling difficulty in writing. Given specifically suggesting the research objectives, those are as follows. First, it examines the effects of the molding activity by utilizing clay on enhancing the fine motor function in cerebral palsied students. Second, it examines the effects of the molding activity by utilizing clay on enhancing speed of the writing ability in cerebral palsied students. Third, it examines the effects of the molding activity by utilizing clay on enhancing accuracy of the writing ability in cerebral palsied students. The subjects of this study were three cerebral palsied students (1 male student and 1 female student) with athetoid type, spastic type in light degree, and spastic type in middle degree, which are different in a type of disorder. Students, who are judged to be accompanied the severe mental retardation, or serious emotion and behavioral disorder, which can influence the experimental process or the result, were excluded by being carried out the pre-evaluation when selecting the target students. Pretest-posttest A-B design was applied from single subject research methods, and the application of molding-activity program was carried out in a ceramic-art room for 3 months with 40 minutes by twice a week. The application of molding-activity program was carried out in a ceramic-art room for 3 months with 40 minutes by twice a week. The test tool was carried out the questionnaire of fine motor function in order to measure the fine motor function. And, in order to examine the writing ability, the seeing & writing and receiving & writing in 15 items were conducted, thereby having measured speed with microchronometer. And, accuracy was evaluated by converting into score. The conclusions, which were obtained through results and discussions in this study, were as follows; First, the molding activity of utilizing clay is effective for enhancing fine motor function in cerebral palsied students. Second, the molding activity of utilizing clay is effective for enhancing speed of the writing ability in cerebral palsied students. Third, the molding activity of utilizing clay is effective for enhancing accuracy of the writing ability in cerebral palsied students. Based on the results of this study, the following suggestions are aimed to made. First, the subjects of this study were limited to the students in middle school. However, a follow-up research is considered to be needed, which examines its effect by expanding even to students in pre-school, elementary, high school, and major. Second, a follow-up research is considered to be needed, which utilizes diverse materials that were not used in this study. Third, the strengthening in learning ability due to Korean-language subject instruction has an effect even on seeing & writing and receiving & writing. Thus, a follow-up research is considered to be needed, which connects the Korean-language subject guidance contents and the research program.
The purpose of this study was to enhance the fine motor development and the writing ability by applying the molding activity of using clay to the cerebral palsied students who tries not to write well for a reason of ill body in the face of feeling difficulty in writing. Given specifically suggesting the research objectives, those are as follows. First, it examines the effects of the molding activity by utilizing clay on enhancing the fine motor function in cerebral palsied students. Second, it examines the effects of the molding activity by utilizing clay on enhancing speed of the writing ability in cerebral palsied students. Third, it examines the effects of the molding activity by utilizing clay on enhancing accuracy of the writing ability in cerebral palsied students. The subjects of this study were three cerebral palsied students (1 male student and 1 female student) with athetoid type, spastic type in light degree, and spastic type in middle degree, which are different in a type of disorder. Students, who are judged to be accompanied the severe mental retardation, or serious emotion and behavioral disorder, which can influence the experimental process or the result, were excluded by being carried out the pre-evaluation when selecting the target students. Pretest-posttest A-B design was applied from single subject research methods, and the application of molding-activity program was carried out in a ceramic-art room for 3 months with 40 minutes by twice a week. The application of molding-activity program was carried out in a ceramic-art room for 3 months with 40 minutes by twice a week. The test tool was carried out the questionnaire of fine motor function in order to measure the fine motor function. And, in order to examine the writing ability, the seeing & writing and receiving & writing in 15 items were conducted, thereby having measured speed with microchronometer. And, accuracy was evaluated by converting into score. The conclusions, which were obtained through results and discussions in this study, were as follows; First, the molding activity of utilizing clay is effective for enhancing fine motor function in cerebral palsied students. Second, the molding activity of utilizing clay is effective for enhancing speed of the writing ability in cerebral palsied students. Third, the molding activity of utilizing clay is effective for enhancing accuracy of the writing ability in cerebral palsied students. Based on the results of this study, the following suggestions are aimed to made. First, the subjects of this study were limited to the students in middle school. However, a follow-up research is considered to be needed, which examines its effect by expanding even to students in pre-school, elementary, high school, and major. Second, a follow-up research is considered to be needed, which utilizes diverse materials that were not used in this study. Third, the strengthening in learning ability due to Korean-language subject instruction has an effect even on seeing & writing and receiving & writing. Thus, a follow-up research is considered to be needed, which connects the Korean-language subject guidance contents and the research program.
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