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¢Ã ÁöüÀå¾Ö ¹Ú»çÇÐÀ§ ³í¹®(1-2)

ÀÓ¾ÖÁø(2011). ¾È±¸¿îµ¿ÇÁ·Î±×·¥ÀÌ °æÁ÷Çü³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ÀÚ¼¼Á¶Àý ¹× ½ÃÁö°¢´É·Â¿¡ ¹ÌÄ¡´Â È¿°ú. ÀÎÁ¦´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓ¿µ·¡(2004). Áöü ºÎÀÚÀ¯ Çб³ ÁßÇкΠÇлýÀÇ Áø·Î ¼º¼÷µµ ¹× Á÷¾÷ Èï¹Ì °ü°è ºÐ¼®. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓ¿µ·¡(2004). Áöü ºÎÀÚÀ¯ Çб³ ÁßÇкΠÇлýÀÇ Áø·Î ¼º¼÷µµ ¹× Á÷¾÷ Èï¹Ì °ü°è ºÐ¼®. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÀ±°æ(2009). Çзɱ⠰æÁ÷Çü ³ú¼º¸¶ºñ¾Æµ¿ Ä¡Á¶¸¶ÂûÀ½ÀÇ À½ÇâÀû Ư¼º ºÐ¼®  Çзɱ⠰æÁ÷Çü ³ú¼º¸¶ºñ¾Æµ¿ Ä¡Á¶¸¶ÂûÀ½ÀÇ À½ÇâÀû Ư¼º ºÐ¼®. Ãæ³²´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÀ̶û(2011). ³ë·¡¸¦ »ç¿ëÇÑ ¾ð¾îÈÆ·ÃÀÌ ³ú¼º¸¶ºñ¾Æµ¿ÀÇ ¸» »êÃ⠴ɷ¿¡ ¹ÌÄ¡´Â ¿µÇâ(The effect of language training with singing on the ability of speech production in case of a child with cerebral palsy). ¼÷¸í¿©ÀÚ´ëÇб³ À½¾ÇÄ¡·á´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÀåÇö(2004). ICTÈ°¿ë¿¡ ´ëÇÑ Æ¯¼ö±³À° ±³»çÀÇ Áß¿äµµ Àνİú È°¿ë ´É·Â¿¡ °üÇÑ Á¶»ç :¼­¿ï½Ã¿¡ ÀÖ´Â ÁöüºÎÀÚÀ¯ Çб³ »ç·Ê¸¦ Áß½ÉÀ¸·Î. ÇѾç´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÀçÇö(2010). ÀçÈ°½Â¸¶°¡ ³úº´º¯ Àå¾Ö¾Æµ¿ÀÇ ´ëµ¿ÀÛ ±â´É°ú ±ÕÇü¼º¿¡ ¹ÌÄ¡´Â ¿µÇâ-Influence of Rehabilitation-based Hipoterapy upon Gross Motor Exercise and Balance Scale in Children with Brain Lesion Disorder-. Áß¾Ó´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÁ¾È£(2006).³ú¼º¸¶ºñÀÎÀÇ °í¿ë°ú Àӱݿ¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀο¡ °üÇÑ ¿¬±¸. °¡Å縯´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹® ¼®»çÇÐÀ§ ³í¹®.
ÀÓÁö¼±(2009). È°µ¿º¸Á¶¼­ºñ½º¸¦ ÀÌ¿ëÇÏ´Â Áöü ³úº´º¯ Àå¾ÖÀÎÀÇ ÀÚ±â°áÁ¤±Ç Çà»ç¿¡ ´ëÇÑ ¿¬±¸  È°µ¿º¸Á¶¼­ºñ½º¸¦ ÀÌ¿ëÇÏ´Â Áöü ³úº´º¯ Àå¾ÖÀÎÀÇ ÀÚ±â°áÁ¤±Ç Çà»ç¿¡ ´ëÇÑ ¿¬±¸. ¼þ½Ç´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÁö¼±(2009). È°µ¿º¸Á¶¼­ºñ½º¸¦ ÀÌ¿ëÇÏ´Â Áöü ³úº´º¯ Àå¾ÖÀÎÀÇ ÀÚ±â°áÁ¤±Ç Çà»ç¿¡ ´ëÇÑ ¿¬±¸. ¼þ½Ç´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓõ±â(2003). ÁöüºÎÀÚÀ¯ Çб³ ±³»çÀÇ Á÷¹«½ºÆ®·¹½º¿Í Á÷¹«¸¸Á·µµ °£ÀÇ °ü°è. ´ëºÒ´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓÇбâ(2003). ÁöüºÎÀÚÀ¯ Áßµî Ư¼öÇб³ÀÇ À½¾Ç¼ö¾÷ ½ÇÅ¿¡ ´ëÇÑ ¿¬±¸. Á¶¼±´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÇбâ(2003). ÁöüºÎÀÚÀ¯ Áßµî Ư¼öÇб³ÀÇ À½¾Ç¼ö¾÷ ½ÇÅ¿¡ ´ëÇÑ ¿¬±¸. Á¶¼±´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÇÑÇõ(2004). ¸ðüÀÇ ±ÕÇüÀüÁ·ΠÀÎÇØ ¹ß»ýµÈ Á¤½ÅÁöü ¹× ÇൿÀå¾Ö¾Æ¿¡ ´ëÇÑ ÀÓ»óÀû ¼¼Æ÷ À¯ÀüÇÐÀû °üÂû. Ãæ³²´ë ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀÓÇü¿ø(2012). º¸ÀÌŸ Ä¡·á°¡ °æÁ÷Çü ¾çÇÏÁö ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ´ëµ¿ÀÛ ¿îµ¿±â´É, º¸Çà ¹× °üÀý³» ÇùÀÀ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ÇѼ­´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
À嵿±¹(2005). ÁöüÀå¾ÖÀÎÀÇ ½ºÆ÷Ã÷¼¾ÅÍ ÀÌ¿ë¿¡ °üÇÑ ¸¸Á·µµ ¿¬±¸. Çѱ¹Ã¼À°´ë »çȸüÀ°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
À嵿±Ô(2003). ÁöüºÎÀÚÀ¯¾Æµ¿À» À§ÇÑ ÇнÀ¿ë °¡±¸µðÀÚÀο¡ °üÇÑ ¿¬±¸(Research on the design of furniture for the education of physically challenged children) -ÀÚ¼¼À¯Áö¿Í À̵¿À» °âÇÑ Ã¥»ó°ú ÀÇÀÚ¸¦ Áß½ÉÀ¸·Î, È«ÀÍ´ëÇб³ »ê¾÷¹Ì¼ú´ëÇпø ¼®»çÇÐÀ§³í¹®.
À嵿¿¬(1991). PMDT¿¡ ÀÇÇÑ ³ú¼º¸¶ºñ¾ÆÀÇ Áö°¢-¿îµ¿Æ¯¼º, ´ë±¸´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àå¹Î°æ(2010). ±³Åë¾àÀÚ °üÁ¡¿¡¼­ º» Àλ絿 º¸Çàȯ°æ Æò°¡ : Àλ絿 Áö±¸´ÜÀ§°èȹ Áöħ ÀÌÇà½ÇÅ Á¶»ç¸¦ Áß½ÉÀ¸·Î  ±³Åë¾àÀÚ °üÁ¡¿¡¼­ º» Àλ絿 º¸Çàȯ°æ Æò°¡ : Àλ絿 Áö±¸´ÜÀ§°èȹ Áöħ ÀÌÇà½ÇÅ Á¶»ç¸¦ Áß½ÉÀ¸·Î. °æ¿ø´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àå¼±Èñ(2009). ±¸°­ Á¶À½±â°ü ÈÆ·ÃÀÌ °æÁ÷Çü ³ú¼º¸¶ºñ¾Æµ¿ÀÇ Á¶À½ Á¤È®µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ(The Effect of the Oral Articulatory Training Program on Ariculation Correctionin children with Spastic Cerebral Palsy). ´ë±¸´ëÇб³ ÀçÈ°°úÇдëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àå¼öÁø(2006). ÁöüºÎÀÚÀ¯ÇлýÀÇ º¸Á¶°øÇÐ µµ±¸ ¼±Á¤À» À§ÇÑ WATI º¸Á¶°øÇÐ »çÁ¤µµ±¸ Àû¿ë¿¡ °üÇÑ ¿¬±¸. ´Ü±¹´ë ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àå¼ø¸ð(2005). ÁöüÀå¾ÖÀÎÀÇ ÅëÁ¦¼ºÇâ¿¡ µû¸¥ µµ¿òÇൿ ¼ö¿ëµµ. Àü³²´ë ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àå½ÂÈñ(2009). ÁöüÀå¾ÖÀÎÀÇ ¿îµ¿Âü¿©°¡Ä¡¿Í ¾Ö·Î»çÇ׿¡ °üÇÑ Á¶»ç ¿¬±¸  ÁöüÀå¾ÖÀÎÀÇ ¿îµ¿Âü¿©°¡Ä¡¿Í ¾Ö·Î»çÇ׿¡ °üÇÑ Á¶»ç ¿¬±¸. ½Å¶ó´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀåÀçÇü(2011). ÁöüÀå¾ÖÀÎÀÇ ¿©°¡È°µ¿Âü¿©°¡ »ýÈ°¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ(Influence of Leisure Activities Participation by Physical Disabled on Life Satisfaction). °æºÏ´ëÇб³ °úÇбâ¼ú´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀåÁ¾¼ö(2010). »çÁø±³È¯ÀÇ»ç¼ÒÅëÁßÀç°¡ ºñ±¸¾î ³ú¼º¸¶ºñÇлýÀÇ ¿ä±¸Çൿ¿¡ ¹ÌÄ¡´Â È¿°ú(The Effects of PECS Intervention on Demand Behavior of Students with Non-Verbal Cerebral Palsy). ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀåÇýÀº(2012). °æø¹ß¸ñº¸Á¶±â°¡ °æÁ÷¼º ³ú¼º¸¶ºñ¾Æµ¿ÀÇ º¸Çà½ÃÀÛ ½Ã µ¿Àû ±ÕÇüÁ¶Àý¿¡ ¹ÌÄ¡´Â ¿µÇâ. °í·Á´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àü¼ø¿µ(1985). ½ÅüÀå¾Ö ¾Æµ¿ÀÇ ¾î¸Ó´ÏÀÇ ½ºÆ®·¹½º ¼öÁØ°ú ¾Æµ¿ÀÇ ÀÏ»ó»ýÈ°µ¿ÀÛ ÀÇÁ¸µµ¿ÍÀÇ °ü°è, ¼÷¸í¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Àü¿ë¸¸(2009). ÍÔÖÆ î¡äôìÑÀÇ ó¬Ü¬¿¡ μÇÑ æÚϼ : ò¶ô÷ î¡äôÒÇìÑÀ» ñéãýÀ¸·Î-A Study on Discrimination against the Handicapped Elderly-ÇѼ­´ëÇб³ Á¤º¸»ê¾÷´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀüÁß±â(1981). ÁöüºÎÀÚÀ¯¾Æµ¿ÀÇ ¿îµ¿ºÎÇÏ ÈÄ ½ÉÆó±â´Éº¯È­¿¡ °üÇÑ ¿¬±¸, ÇÑ»ç´ëÇÐ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÀüÁöÇü(2003). ³ú¼º¸¶ºñ Çлý ÇüÁ¦ ÀÚ¸ÅÀÇ ½ºÆ®·¹½º Ư¼º ¿¬±¸. ´ë±¸´ë ´ëÇпø ¼®»çÇÐÀ§³í¹®.ÀüÇå¼±(1991). »ýÈ°Çʼö ¾îÈÖ Á¤º¸Ã³¸®¿¡ µû¸¥ ³ú¼º¸¶ºñ¾ÆÀÇ ´Ü±â±â¾ï È¿°ú = Short-term memory information processing of spastic and nonspastic cerebral palsied students in the recall of survival vocabulary, ´ë±¸´ëÇб³ ´ëÇпø¹Ú»çÇÐÀ§³í¹®.
Á¤°­¼÷(2005). ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ Ã¼°£¾ÈÁ¤ÀÌ ¼ÕÀÇ ±â¹Î¼º Çâ»ó¿¡ ¹ÌÄ¡´Â ¿µÇâ. ´ë±¸´ë ÀçÈ°°úÇдëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤°æÀÚ(1989). ³ú¼º¸¶ºñ ÇлýÀÇ ½Ä»çŵµ ¹× Çൿ¾ç»ó, °æºÏ´ëÇб³ º¸°Ç´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤µµ¿µ(2012). ÅëÇÕüÀ°¼ö¾÷ ÇÁ·Î±×·¥ÀÌ ÅëÇÕÇÐ±Þ ÇлýµéÀÇ ³ú¼º¸¶ºñ Çлý ¼ö¿ëŵµ¿¡ ¹ÌÄ¡´Â ¿µÇâ(The Effects of integrated Physical Education Programs on Inclusive Class Students¡¯ Receptive Attitude toward Cerebral Palsy). Àü³²´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤µµÇö(2004). űǵµ ¿îµ¿ ÇÁ·Î±×·¥ÀÌ ³ú¼º¸¶ºñ¾ÆÀÇ ¿îµ¿ ´É·Â Çâ»ó¿¡ ¹ÌÄ¡´Â È¿°ú. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ï÷ÔÔÙ¥(1993). ÁöüºÎÀÚÀ¯ÀÚÀÇ º¸Çà±â´É ȸº¹°ú º¸Á¶ ½Ã½ºÅÛ¿¡ °üÇÑ ¿¬±¸. ìÒùÃÓÞ ÓÞùÊê ¼®»çÇÐÀ§ ³í¹®.
Á¤µ¿ÀÏ(1993). ÁöüÀå¾ÖÇб³ ±³»ç ÀÚÁú¿¡ °üÇÑ ¿¬±¸, °øÁÖ´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¹Ì°æ(1987). Á¤»óÀΰú ÁöüºÎÀÚÀ¯ÀÚÀÇ Àھư³³ä°ú ÀǺ¹Çൿ°úÀÇ °ü°è¿¬±¸. ñéäçÓÞ ÓÞùÊê ¼®»çÇÐÀ§ ³í¹®.
Á¤¹ÌÀü(1985). ³ú¼º¸¶ºñ¾ÆÀÇ ¾ð¾î´É·Â ¹ß´ÞƯ¼º, ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤º´±¹(2003). »çȸ±ØÈ­³îÀÌ ÇÁ·Î±×·¥ÀÌ ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ °¨Á¤Á¶¸Á ¼ö¿ë´É·Â¿¡ ¹ÌÄ¡´Â È¿°ú. °øÁÖ´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ï÷ßÓ÷Ê(1977). Ó¤ù»ò¶ ò¶ô÷ Üôí»ë¦ Ò³ùÊßæÀÇ ÐñÜâô÷Õô ú¾ß¾¿¡ °üÇÑ ¿¬±¸. Çѱ¹»çȸ»ç¾÷´ë ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤»óÅÃ(1977). ´ÜÇÏÁö ÁöüºÎÀÚÀ¯ ¿©ÇлýÀÇ ±âÃÊü·Â Çâ»ó¿¡ °üÇÑ ¿¬±¸, ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¼º¿Á(1990). ÁöüÀå¾ÖÀÚÀÇ ºñ¿Ê¿¡ °üÇÑ ¿¬±¸: û¼Ò³â±â ÈÙü¾î, Ŭ·¯Ä¡ »ç¿ëÀÚ¸¦ Áß½ÉÀ¸·Î, ±¹¹Î´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¼ºÈ¯(2006). ³úÁ¹Áß È¯ÀÚ¿¡¼­ ³úº´º¯ÀÇ À§Ä¡ ¹× ¿ëÀû¿¡ µû¸¥ ¿¬ÇÏ°ï¶õÀÇ ¾ç»ó-The Patterns of Dysphagia According to the Location and Volume of Brain Lesion in Stroke Patients-. Àü³²´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¼¼¿¬(2010). ÁöüÀå¾Ö¿©¼ºÀÇ ¾çÀ° °æÇè¿¡ °üÇÑ ¿¬±¸(A Study on the Maternal Experience of the Women with Physical Disabilities). Á¶¼±´ëÇб³ Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¼ø¸¸(1973). Çѱ¹ Á¤»ó¾Æµ¿°ú ³ú¼º¸¶ºñ¾Æµ¿ÀÇ ¿îµ¿½Å°æ Àüµµ¼Óµµ¿¡ °üÇÑ ¿¬±¸, ¿¬¼¼´ëÇб³ ´ëÇпø¹Ú»çÇÐÀ§³í¹®.
Á¤½Âȯ(2010). Àå¾ÖÀν¸¶ ¿îµ¿ÀÌ ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ÆòÇü¼º ¹× ôÃßÀÚ¼¼¿¡ ¹ÌÄ¡´Â ¿µÇâ(The Effects of Handicapped Horse Racing Activities to Equilibrium and Back Bone Posture of the Children in Cerebral Palsy). ¿ëÀδëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¿µ¼±(2011). ½ÃÁö°¢ ÈÆ·Ã ÇÁ·Î±×·¥ÀÌ ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ½ÃÁö°¢ ¹× ¿îµ¿ ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ¾ÆÁÖ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤¿µ¿Á(2003). ³ú¼º¸¶ºñ ÇлýÀÇ ½Åü»ó°ú ¿­µî°¨°úÀÇ °ü°è ¿¬±¸. ´ë±¸´ë ´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¿ëÁø(2003). Áý´Ü»ó´ãÇÁ·Î±×·¥ÀÌ °æµµÁ¤½ÅÁöü Àå¾ÖÇлýÀÇ ±àÁ¤Àû Àھư³³ä¿¡ ¹ÌÄ¡´Â È¿°ú. ¼º±Õ°ü´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤À¯¼±(2010). ³ú¼º¸¶ºñÀÎÀÇ ¿îµ¿ È¿°ú(The Effect of Exercise on People with Cerebral Palsy). ¿ëÀδëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤À±Á¤(2013). ÀÇÀÚ °æ»çµµ¿Í ¸ñÇ¥¹°ÀÇ Å©±â°¡ °æÁ÷¼º ¾çÇÏÁö ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ÆÈ »¸±â¿¡ ¹ÌÄ¡´Â ¿µÇâ. ´ë±¸°¡Å縯´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤À±Çõ(2002). ÁöüºÎÀÚÀ¯ °íµîÇлýÀÇ Á÷¾÷Èï¹Ì¿Í Á÷¾÷ŵµ¿¡ °üÇÑ ¿¬±¸. ºÎ»ê´ë ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Á¤Àç±Ç(1979). ³ú¼º¸¶ºñ¾ÆÀÇ ½ÃÁö°¢ Ư¼º¿¡ µû¸¥ ÈÆ·ÃÈ¿°ú, ÇÑ»ç´ëÇÐ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®. Á¤Àç±Ç(1991). ³ú¼º¸¶ºñ¾ÆÀÇ ¹®ÀÚ¿Í ¹è°æ»ö»ó ¿ªÀü¿¡ µû¸¥ ´Ü¾î½Àµæ°ú ÆÄÁö = A study on vocabulary acquisition and retention of cerebral palsy to letter-ground color reversal, ´ë±¸´ëÇб³ ´ëÇпø¹Ú»çÇÐÀ§³í¹®.
Á¤ÀçÀÍ(2003). ÀçÅà ¼øȸ ±³À° ´ã´ç ±³»çÀÇ Á÷¹« ¸¸Á·µµ ¿¬±¸. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®. Á¤Á¾¿í(2004). Increased Expression of TGF-beta isoform and Changed Contents of Collagen in Tendon of Cerebral Palsy Patients(³ú¼º¸¶ºñ ȯÀÚÀÇ ¾Æų·¹½º°Ç¿¡¼­ TGF-beta ¹ßÇö ¹× Äݶó°Õ Á¶¼ºÀÇ º¯È­. Graduate School Chonnam National University.
Á¤Áö¿î(2011). ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ Ã¼°£ Àü±â ÀÚ±ØÀÌ ¾É±â ÀÚ¼¼¿Í ü°£±Ù È°¼ºÈ­¿¡ ¹ÌÄ¡´Â ¿µÇâ. ´Ü±¹´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ï÷òåÙÈ(1989). CAMPüÀÔÑÀ» ÷×ÇÑ ò¶ô÷ÝÕí»ë¦ ôìá´Ò´ÀÇ Þäüå ãý×âîÜ üÀéÄ¿¡ μÇÑ æÚϼ. ñéäçÓÞ ÞäüåËÒÛ¡ÓÞùÊê ¼®»çÇÐÀ§ ³í¹®.
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ÇѼÛÀÌ(2011). °æÁ÷Çü ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ¿ì¼¼¼Õ±â´É Çâ»óÀ» À§ÇÑ Ä¡·áÀû ¾Ç±â¿¬ÁÖ ÈÆ·Ã Àû¿ë »ç·Ê¿¬±¸ : MIDI Áß½ÉÀ¸·Î(Case studies of using therapeutic instrumental music performance(TIMP) in uninvolved hand function for children with Spastic Cerebral Palsy : focusing on MIDI analysis)¸íÁö´ëÇб³ »çȸ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÇѾƸ§(2011). ½Â¸¶¿îµ¿ÀÌ ³úº´º¯Àå¾Ö û¼Ò³âÀÇ º¸Çà°ú ÆòÇü¼º¿¡ ¹ÌÄ¡´Â ¿µÇâ.  (The)Effects of therapeutic horse riding on the gait patterns and equilibrium abilities of the adolescents with brain lesions. ¿ëÀδëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÇÑÀºÁ¤(2010). ÁßÁõ ÁöüÀå¾Ö¾Æµ¿ ¾î¸Ó´ÏÀÇ ¾çÀ°½ºÆ®·¹½º, »çȸÀû ÁöÁö ¹× ½É¸®Àû ¾È³ç°¨ÀÇ °ü°è(Relationship between the Parenting Stress , Social Support and Psychological Well-Being of mothers of the child with severe physical disability). ¼­°­´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
ÇÑÇö°æ(2009). °úÁ¦ ÁöÇâÀû ÈÆ·ÃÀÌ ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ´ëµ¿ÀÛ ±â´É Æò°¡¿Í ±ÕÇü ¹× º¸Çà¿¡ ¹ÌÄ¡´Â È¿°ú(Effects of Task-Oriented Training for GMFM, Balance and Gait Function in Cerebral Palsy). »ïÀ°´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
Çö½Ä(2002). ¿îµ¿ ±³À° ÇÁ·Î±×·¥ÀÌ ³ú¼º¸¶ºñ ¾Æµ¿ÀÇ ´ë ¼Ò ±ÙÀ° ¹× °¨°¢, ¿îµ¿ ±â´É¿¡ ¹ÌÄ¡´Â È¿°ú. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
È«ÇüÈ£(2010). °Ç°­Ã¼·Â ¿îµ¿ÇÁ·Î±×·¥ÀÌ ÁöüÀå¾ÖÀÎÀÇ »ýÈ°¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ. Çѱ¹Ã¼À°´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.
È«ÇüÈ£(2010). °Ç°­Ã¼·Â ¿îµ¿ÇÁ·Î±×·¥ÀÌ ÁöüÀå¾ÖÀÎÀÇ »ýÈ°¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ. Çѱ¹Ã¼À°´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§ ³í¹®.



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