장애이해교육이 초등학교 일반아동의 장애아동에 대한 태도개선에 미치는 효과
The Effects of education to understand disabilities for Nondisabled Children's Attitude toward the Disabled.
0
조회
0
다운로드
32
인용
0
참고문헌
키워드
초록
본 연구의 목적은 장애아동에 대한 일반아동의 태도개선을 위해 장애이해교육의 태도개선 효과와 연령별, 활동별 효과의 차이를 검증하는데 있다. 연구 대상은 서울시내 Y초등학교 1, 3, 5학년 156명이며, 본 연구의 결과 첫째, 장애이해교육은 일반아동 태도의 인지적인 요인과 행동적 요인에 긍정적인 영향을 주었으며, 둘째, 3학년 아동에게는 활동중심 전략이 이해중심 전략 보다 더 효과적이었다. 그리고 1학년 아동에게는 이해중심 전략이, 5학년 아동은 활동중심 전략이 더 효과적이었다. 따라서 장애아동에 대한 일반아동의 태도개선을 위한 장애이해교육은 각 연령의 특성이나 지도해야 할 요인과 태도에 알맞은 적절한 프로그램을 개발하여 적용하는 것이 필요하다고 할 수 있다.
Abstract
The purpose of this study is intended to compare the effects of activity approach and cognitive approach on nondisabled children's attitude toward the disabled.. This study is also designed to improve the attitude of nondisaled children towards their disabled peers by applying the attitude improvement programs These programs are activity approach and cognitive approach. The subjects of this study are sampled 156 children among the one of that elementary schools in Seoul. The results of this study are as follows: First, the effect of the activity approach and the cognitive approach on nondisabled children's attitude improvement was positive and showed significant statistical difference in both perceptual factors and behavioral factors. Second, the difference between the effect of the activity approach and the cognitive approach in relation to attitude improvement applied to the perceptual factor of the overall acceptance attitude toward disabled children showed little statistical significant difference in the case of the first and fifth grade students. However, in the case of the third grade students, a statistical significant difference was evident. Therefore, it can be said that the activity approach for attitude improvement produced a more positive influence on the attitude program related to the perception of disability, compared to the cognitive approach. After examining the difference between the effects of the activity approach and the cognitive approach for attitude improvement applied to the perceptual factor of the overall acceptance attitude toward disabled children, a significant statistical difference was seen in the case of first and fifth grade students. In case of the first grade students, the cognitive approach was more effective and in case of the fifth grade students the activity approach was more effective.
참고문헌 (35)
- 김광웅, "정신지체 유아의 통합교육에 관한 연구 단국대학교 특수교육 연구소" (1990)
- 김삼성, "인형극 중재전략이 일반아동의 장애 인식 태도 변화에 미치는 효과" (1998)
- 박승희, "통합교육의 여건 조성 한국특수교육의 발전과제" (1994), 한국특수교육학회
- 박승희, "일반학급의 비장애학생과 특수학급의 장애학생과의 사회적관계에 대한 일 분석 통합교육을 통한 비장애학생의 긍정적경험", pp.1~32 (1994)
- 박현숙, "경도장애학생의 완전통합을 위한 초등학교 프로그램 효과에 관한 일 분석", 34(1), pp.1~29 (1999)
- 박창호 외, "현대심리학 입문" (1997), 정민사
- 변찬석 외, "일반학급에서의 경도장애아의 사회적 수용도" (1998), 국립특수교육원
- 서울특별시 교육청, "특수학급경영실무자료집" (1999), 서울특별시교육청
- 이소현, "장애아동의 사회적 통합", pp.57~85 (1996), 이화여자대학교 특수교육과
- 이소현, "특수아동교육" (1998), 학지사
- 이유훈 외, "유초등학생 장애이해 교육" (2003), 국립특수교육원
- 정대영 외, "통합교육실태의 국제비교" (1996), 국립특수교육원
- 조용태, "또래에게 거부된 정신지체아동의 행동특성", 17(1) (1996)
- 최세민, "인지-사회적 역할놀이 활동이 발달지체 유아의 사회적 기술과 사회적 상호작용에 미치는 효과" (1999)
- Bricker,D, "The challenge of inclusion", 19, pp.179~194 (1995)
- Brolin, D. E, "Career education" (1995), Prentice-Hall
- Bryde, S, "Using children's literature to teach about disabilities and other issues" (1998)
- Cook, "Adapting early childhood curricula for children in inclusive settings" (1996), Columbus
- Coots, "Supporting elementary age students with significant disabilities in general education classroom", 33(4), pp.317~330 (1998)
- Favazza,P.C, "Use of the Acceptance Scale with kindergarten-age children", 20, pp.232~248 (1996)
- Favazza, "Measuring and promoting acceptance of young children with disabilities", 66(4), pp.491~508 (2000)
- Edelman, "My child has a classmate with severe disabilities", 21, pp.77~91 (1995)
- Horne, "Rising to the challenge", 7(1) (1998)
- Miller, "The developmentally appropriate inclusive classroom in early education" (1996)
- Odom, "Social interaction skills intervention for young children with disabilities in integrated settings", pp.39~64 (1993), In C
- Crocker, "Sociometric status and relative personality characteristics of mainstreamed learning disabled adolescents", pp.20~30 (1983)
- Prillaman, "Acceptance of learning disabled students in the mainstream environment A failure to replicate Journal of Learning Disabilities", pp.344~368 (1981)
- Roberts, "Factors influencing the social status of children with mild academic disabilities in regular classrooms"
- Salend, "Creating Inclusive Classrooms" (2001)
- Salisbury, "Collaborative problem-solving to promote the inclusion of young children with significant disabilities in primary grades,Exceptional Children", 63(2), pp.195~209 (1997)
- Bak, "Effects of group discussion on children's attitudes toward handicapped peers", 70, pp.131~134 (1977)
- & Bak, "Effects of the labels mentally retarded and retarded on social acceptability of MR children American Journal of Mental Deficiency" (1980)
- Strain, "Social interactions of handicapped preschools in developmentally integrated and segregated setting A study of generalization effects Friendships in normal and handicapped children"
- York, "Feedback about interesting middle-school students with sever disabilities in genenal education classes", pp.244~258 (1992)
- York, "Feedback about interesting middle-school students with sever disabilities in genenal education classes", pp.244~258 (1992)