CAJ | 학술논문

目的：比较脑瘫、智力残疾、孤独症儿童主要活动和参与障碍的特点。方法3~6岁参与教育与康复训练的残疾儿童42名，采用ICF-CY功能检查表进行调查。结果残疾儿童在学习和应用知识、交流、活动、家庭生活、自理和主要生活领域属于轻度障碍；在一般任务和要求、人际交往与人际关系领域属于中度障碍。智力残疾和脑瘫儿童在学习和应用知识领域的障碍高于孤独症儿童。结论脑瘫、智力残疾、孤独症儿童的活动和参与功能障碍有其不同特点，应构建多样性、阶段性、连续性的教育康复策略，实现残疾儿童康复与教育效果的最大化。
목적：비교뇌탄、지력잔질、고독증인동주요활동화삼여장애적특점。방법3~6세삼여교육여강복훈련적잔질인동42명，채용ICF-CY공능검사표진행조사。결과잔질인동재학습화응용지식、교류、활동、가정생활、자리화주요생활영역속우경도장애；재일반임무화요구、인제교왕여인제관계영역속우중도장애。지력잔질화뇌탄인동재학습화응용지식영역적장애고우고독증인동。결론뇌탄、지력잔질、고독증인동적활동화삼여공능장애유기불동특점，응구건다양성、계단성、련속성적교육강복책략，실현잔질인동강복여교육효과적최대화。
Objective To compare the features of activity and participation difficulty of children with cerebral palsy, intellectual disabili-ty and autism. Methods 42 children with cerebral palsy, intellectual disability, and autism aged 3-6 years were evaluated with ICF-CY Ques-tionnaire. Results There were mild barriers in the domains of learning and applying knowledge, communication, mobility, self-care, domes-tic life and major life areas, and the moderate barriers in the domains of general tasks and demands, interpersonal interactions and relations. There were more barriers in learning and applying knowledge in children with cerebral palsy and intellectual disability than those with au-tism. Conclusion There are various features in activity and participation difficulty in children with cerebral palsy, intellectual disability or autism, which required diversity of educational rehabilitation strategies.