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±æµ¿¼ö(1974). ¸ù°íÁõ¿¡ ´ëÇÑ ¿¬±¸, Ä«Å縯ÀÇ°ú´ëÇÐ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±è±¤È£(1999). Á¤½ÅÁöü ÇлýÀÇ Ã¼·Â°Ë»ç °³¹ß. ¼­¿ï´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±è³ª¿µ(2001). Á¤½ÅÁöü ¾Æµ¿ÀÇ Ç¥Çö·Â Çâ»óÀ» À§ÇÑ ¹«¿ë. ¿îµ¿Ä¡·á ÇÁ·Î±×·¥ÀÇ È¿°ú °ËÁõ¿¡ °üÇÑ ¿¬±¸. ¸íÁö´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±è¿µÈ¯(1991). Á¤½ÅÁöü¾Æ¿Í ÀÚÆóÁõ¾ÆÀÇ ÀÎÁö, ¾ð¾î¿Í ÀûÀÀÇൿÀÇ Æ¯¼º = A comparative study on the cognitive, language and adaptive behavior characteristics of the mentally retarded and autistic children, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÁ¤±Ç(1979). Á¤½Å¹Ú¾àÀÇ °³º°È­ÇнÀÀÇ È¿°ú, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÇмö(1971). Á¤½Å¹Ú¾à¾ÆÀÇ Æ¯¼º°ú ±³À°¿¡ °üÇÑ ¿¬±¸, °æºÏ´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÇü±æ(1988). Á¤½ÅºÐ¿­Áõ ȯÀÚÀÇ ÀçÈ° ¼­¾îºñ½º¿¡ °üÇÑ ¿¬±¸, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÇüÀÏ(2002). Á¤½ÅÁöüÇлýÀÇ »çȸÀû Á¤º¸Ã³¸® Ư¼º. ´Ü±¹´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÇý°æ(2001). Á¤½ÅÁöü ÇлýÀÇ ÀÚ±â°áÁ¤ÈÆ·Ã È¿°ú. ´ë±¸´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.   
±èÈ«ÁÖ(1990). ±³À°°¡´É Á¤½ÅÁöü¾ÆÀÇ ¸ÞŸ±â¾ï Ư¼º = An analysis on the metamemory of the educable mentally retarded children, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®..
±èÈĸ®´Ù(1984). Á¤½ÅÀå¾Ö¾Æ ±³À°¿¡ °üÇÑ ÀÏ¿¬±¸ : ÇкθðÂü¿©¿¡ °üÇÑ ¿ä±¸ºÐ¼®À» Áß½ÉÀ¸·Î = A Need assessment for the involvement of parents in special education programs in schools for mentally disabled children in Korea, ¿¬¼¼´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
³²¿¬Èñ(2001). Á¤½ÅÁöü¾Æµ¿ ¾î¸Ó´ÏÀÇ ¾çÀ°ºÎ´ã °æ°¨À» À§ÇÑ »çȸÀû Áö¿øü°è È°¿ë¹æ¾È¿¡ °üÇÑ ¿¬±¸. ´ë±¸´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®. 
¸íÁ¤¿Á(1990). R.CaseÀÇ Á¤º¸Ã³¸® ¸ðÇü¿¡ µû¸¥ Á¤½ÅÁöü¾ÆÀÇ º¸Á¸ °³³äÈƷÿ¡ °üÇÑ ¿¬±¸ = A study of conservation training of mentally retarded chidren based on R.Case's infermation processing model, ´Ü±¹´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¹Ú½ÂŹ(2001). »ýÈ°Á᫐ Àüȯ±³À°ÇÁ·Î±×·¥ÀÌ Á¤½ÅÁöüÇлýÀÇ Á÷¾÷ÀûÀÀ, Á÷¾÷¼öÇà ¹× ÀÏ»ó»ýÈ° ´É·Â¿¡ ¹ÌÄ¡´Â È¿°ú. ´ë±¸´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¹ÚÆò¹®(2003). ¼öÁö¿îµ¿ ÇÁ·Î±×·¥ÀÌ Á¤½ÅÁöü¾Æµ¿ÀÇ ¿îµ¿´É·Â°ú ÀÎÁö±â´É ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ºÎ»ê´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¹ÚÇýÁ¤(2002). Á¤½ÅÁöü ¹× ÀÚÆó¾Æµ¿ÀÇ ÈüÇÕ´í½º´É·Â Çâ»óÀ» À§ÇÑ °³º°È­ ÆÀ-¸ðµ¨ÀÇ È¿°ú°ËÁõ¿¡ °üÇÑ ¿¬±¸. ¸íÁö´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¹éÀº°æ(2003). °¡¹ÌÁöȲȯÀÌ Àú»ê¼Ò¼º ½Å°æ¼¼Æ÷ ¼Õ»ó¿¡ ¹ÌÄ¡´Â ¿µÇâ. ¿ø±¤´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
½ÅÀ±Ã¶(1991). Á¤½ÅÁöü±³À° ±³»ç¾ç¼ºÁ¦µµÀÇ ¿¬±¸ = A study on the training system of teachers for the mentally retarded ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¾ÈÁ¤´ö(2002). űǵµ ÇÁ·Î±×·¥ÀÌ ±³À°°¡´É Á¤½ÅÁöüÀÎÀÇ ±Ù¹ÝÀÀ ±â´É Çâ»ó¿¡ ¹ÌÄ¡´Â ¿µÇâ. ºÎ»ê´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
¿©±¤ÀÀ(1982). ÅõÀÔÁ¤º¸ÀÇ Á¶Á÷È­¿Í Á¦½Ã¹æ¹ýÀÌ ±³À°°¡´ÉÁ¤½Å¹Ú¾à¾ÆÀÇ ´Ü±â±â¾ï¿¡ ¹ÌÄ¡´Â È¿°ú, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌ ¶ó(1983). Çѱ¹Á¤»ó¾Æµ¿¹× Á¤½Å¹Ú¾à¾ÆÀÇ ¼öÀåÇǹ®¿¡ °üÇÑ ¿¬±¸, ÇѾç´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
À̺¹Èñ(2001). ½ÅüȰµ¿Áß½ÉÀÇ Ä¡·á ·¹Å©¸®¿¡ÀÌ¼Ç È°µ¿ÀÌ Á¤½ÅÁöü¾Æµ¿ÀÇ ÀûÀÀÇൿ ¹× Á¤¼­Àû Çൿ¿¡ ¹ÌÄ¡´Â È¿°ú. ÀÌÈ­¿©´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
À̺ÀÀÍ(1992). FeuersteinÀÇ µµ±¸Àû ½ÉÈ­ÇÁ·Î±×·¥ÀÌÁ¤½ÅÁöü¾Æµ¿ÀÇ ÀÎÁö´É·Â°ú Á¤ÀÇÀû Çൿ¿¡ ¹ÌÄ¡´Â È¿°ú=The effect of feuerstein's instrumental enrichment program on the cognitive and affective behavior modification of the mentally retarded, ´Ü±¹´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌ»óÃá(1980). E`SEGuINÀÇ ¹éÄ¡±³À°»ç»ó¿¬±¸ = A Study on E.Seguin's educational thought of 'idiots', ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌ¿µ¼÷(2003). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°À» À§ÇÑ ¸óÅ×¼Ò¸® ÇÁ·Î±×·¥ ¿¬±¸. ´Ü±¹´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌ¿µÃ¶(1993). ȯ°æÁ᫐ ¾ð¾îÁöµµ°¡ Á¤½ÅÁöü¾ÆÀÇ ÀÚ¹ß ¹ßÈ­¿¡ ¹ÌÄ¡´Â È¿°ú = Facilitating spontaneous verbalization of the mentally retarded with milieu language intervention procedures, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌÀ¯ÈÆ(1999). ÇнÀÀÚÁß½ÉÀÇ Çб³±³À°°úÁ¤ ±¸¼º¸ðÇü, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌÁ¤Àº(2002). ÀÚ±â±ÔÁ¦ÇнÀÀü·«À» Àû¿ëÇÑ À¥ Á¤º¸°Ë»ö ÈÆ·Ã ÇÁ·Î±×·¥ÀÌ °æµµ Á¤½ÅÁöü ÇлýÀÇ À¥ Á¤º¸°Ë»ö ¼öÇà´É·Â¿¡ ¹ÌÄ¡´Â È¿°ú. ÀÌÈ­¿©´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌÅÂÈ­(2002). Á¤½ÅÁöü¾Æµ¿ÀÇ ÀÛ¾÷±â¾ï ¹ß´Þ Ư¼º. ´ë±¸´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀÌÈñµ¿(1990). ¼ö·®Ãß·ÐÀÇ °úÁ¦¿Í ±³½Ã¹æ¹ý¿¡ µû¸¥ ±³À°°¡´É Á¤½ÅÁöü¾ÆÀÇ ÇÔ¼öÀû »ç°í = A study on the functional thinking of the educable mentally retarded children in accordance with the quantity deduction subject and the teaching method, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÀåÁø¼·(2001). ÀÚ±â Á¶Á¤Àü·« »ç¿ëÈƷðú ¹®Á¦ ÇØ°áÀü·« »ç¿ëÈÆ·ÃÀÌ Á¤½ÅÁöü ÇлýÀÇ ¹®ÀåÁ¦ ¼öÇй®Á¦ ÇØ°á·Â¿¡ ¹ÌÄ¡´Â È¿°ú. ´Ü±¹´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Àüº´¿î(1994). Á¤½ÅÁöü¾Æµ¿ÀÇ È°¿ë´É·Â¿¡ °üÇÑ ¿¬±¸, ´Ü±¹´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Àü¿µ±æ(1987). ±³À°°¡´ÉÁ¤½Å¹Ú¾à¾ÆÀÇ ³ú±â´ÉºÐÈ­¿Í ÀÎÁöƯ¼ººÐ¼®, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Á¤Àº¼ø(1992). Á¤½ÅÁöü¾Æ Á¤»óÇüÁ¦ÀÚ¸ÅÀÇ ÀÚ¾ÆÁ¸Áß°¨°ú ºÎ¸ðŵµ¿¡ ´ëÇÑ Áö°¢ = The normal siblings` self-esteem and perceptions of their parents` attitude towards a sibling with mental retardation, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Á¤Á¤Áø(1992). Á¤½ÅÁöü¾Æµ¿ÀÇ ¾ð¾îÀû ÀÚ±âÁ¶Á¤ÈÆ·ÃÀÌ °úÁ¦¼öÇà¿¡ ¹ÌÄ¡´Â È¿°ú = Effects of verbal self-regulatory training on task performance in mentally retarded children, ´Ü±¹´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Á¤Ã¶¿µ(1973). Çѱ¹ Á¤»ó¾Æ¿Í Á¤½Å¹Ú¾à¾ÆÀÇ Àǹ®, Ä«Å縯ÀÇ°ú´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
Á¶Àμö(1986). ÇнÀÀÚ±ØÀÇ ³»¿ë°ú Á¦½Ã¹æ¹ýÀÇ µû¸¥ Á¤½Å¹Ú¾à¾ÆÀÇ ¼±ÅÃÀû ÁÖÀÇÁýÁß, ´ë±¸´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
ÃÖÁß¿Á(1980). Á¤½Å¹Ú¾à¾Æ¿¡ ´ëÇÑ ÀÌÇØ¿Í Åµµ ¿¬±¸ = A Study on the understanding of,and attitude toward the mentally retarded child, ÇÑ»ç´ëÇÐ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
È«¾çÀÚ(1984). Á¤¹Ú¾Æ¸¦ À§ÇÑ Æ¯¼öüÀ°ÇÁ·Î±×·¥¿¡ °üÇÑ ¿¬±¸ = A Study on special physical education for the mentally retarded, ÇѾç´ëÇб³ ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.


 
 

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1 Á¤½ÅÁöü ¹Ú»çÇÐÀ§³í¹® ¸ñ·Ï Á¶È«Áß 12-26 13397 502

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