본문 바로가기
KERD
논문KCI 등재

장점 중심 특수교육을 위한 탐색적 연구

An Exploratory Study for Strength-Oriented Special Education

0

조회

0

다운로드

32

인용

0

참고문헌

키워드

초록

이 연구에서는 인간의 장점을 활용하고자 하는 다양한 학문 영역의 문헌 고찰을 통하여 장애아동을 바라보는 관점의 변화 및 특수교육에서의 적용을 위한 지식 기반을 마련하고, 그 함의를 이끌어내려고 하였다. 이 목적을 달성하기 위하여 국내·외 데이터베이스에서 장점, 강점, 관점의 변화, 긍정, 장애, 패러다임 등의 검색어를 통해 광범위한 문헌을 수집하고, 수집된 문헌들의 유목화 과정을 통해 긍정심리학, 다중지능이론, 해결중심상담, 장점관점, 가족지원, 긍정적 행동지원 등의 6가지 주제로 나누어 고찰하였다. 그 결과로 인간의 문제 해결을 위한 접근법으로서의 단점 중심 접근은 한계가 있으며, 이러한 한계를 극복하기 위해서 문제나 결점보다는 장점에 초점을 두는 긍정적인 관점을 가져야 한다는 것을 알게 되었다. 또한, 모든 인간에게는 다양한 장점이 있으며 이러한 장점에는 개인내적 요인 외에도 개인을 둘러싼 환경까지도 포함된다는 것을 알게 되었다. 그리고 문제 해결을 위한 중재나 교육은 장점을 찾는 것부터 시작되어야 하며, 긍정적인 정서를 느낄 수 있는 다양한 경험을 할 수 있도록 환경을 조성하는 것도 필요하다는 것을 알게 되었다. 마지막으로 장점을 신장시키기 위한 다양한 긍정적인 전략을 활용해야 한다는 것도 알게 되었다. 이러한 연구 결과를 토대로 장애아동을 바라보는 관점의 변화 및 장점 중심 특수교육을 위한 함의를 제시하였다.

Abstract

The purposes of this study were to get the perspective change about children with disabilities, to establish the knowledge base for applying to special education, and to derive the implication through reviewing many academic areas that utilize people's strength. For these purpose, many key words like 󰡐strength, asset, positive, strength-based approach, paradigm shift, children with disability󰡑were used at internal and external data base. And lots of articles and studies were collected, and 6 themes namely positive psychology, multiple intelligence, solution- focused counselling, strength perspective, family support, and positive behavioral support were categorized and analyzed. The results were followed: first, deficit-based approach has lots of limitations for human-being's problem-solving, second, for overcoming this limitation, positive perspectives that are strength-focused approach instead of problem or deficit-focused, are needed. Third, every people has various strengths, and the strengths include not only personal factors but also environmental factors. Forth, the interventions and educations for problem-solving have to start finding strengths, and the environment should be arranged for various experience that can elicit the positive emotion. And many kinds of positive strategy will be used for increasing the strength. Based on the results discussed above, the implication for the perspectives about the children with disabilities and for strength-oriented special education are recommended.

참고문헌 (104)

  1. 가족치료연구모임, "해결중심적 단기 가족치료" (1993), 하나의학사
  2. 강경희, "해결중심 단기상담 프로그램이 정신지체 아동의 사회성 기술에 미치는 영향", 석사, pp.2008
  3. 강이화, "주의 산만 아동을 위한 해결중심 단기상담 프로그램의 구성과 적용", 석사, pp.2002
  4. 김동일, "지능, 지능검사와 발달장애 : 쟁점과 전망", 발달장애연구, 7(2), pp.1~20 (2003), 한국발달장애학회
  5. 김병하, "특수교육 패러다임 이동과 특수학교의 재구조화", 특수교육학연구, 35(3), pp.137~162 (2000)
  6. 김성천, "해결중심 부모집단상담이 발달장애아동과 부모의 상호작용에 미치는 효과", 한국사회복지학, 48, pp.179~213 (2002), 한국사회복지학회
  7. 김인수, "무엇이 좋아졌습니까?: 해결중심치료의 적용" (1998), 도서출판 동인.
  8. 김주경, "다중지능을 활용한 교수가 학습장애아동의 읽기능력에 미치는 효과", 특수교육재활과학연구, 45(4), pp.301~324 (2006), 특수교육재활과학연구소
  9. 노 진 아, "장애 혹은 장애위험 유아를 위한 긍정적인 행동지원의 고찰", 특수교육재활과학연구, 46(2), pp.15~34 (2007), 특수교육재활과학연구소
  10. 박은규, "정서·행동장애 학생 담임교사 대상 해결중심 상담 적용에 관한 연구", 석사, pp.2007
  11. 박희숙, "프로젝트 스펙트럼에 기초한 유아 다중지능 증진 프로그램 개발 및 효과", 유아교육연구, 24(6), pp.155~172 (2004), 한국유아교육학회
  12. 송성자, "강점관점과 해결중심치료 접근법을 통합한 가족치료 접근법 개발에 관한 연구", 한국가족치료학회지, 11(2), pp.1~27 (2003), 한국가족치료학회
  13. 송성자, "해결중심 단기 가족치료의 관점과 치료전략", 한국가족치료학회지, 2(1), pp.131~150 (1994)
  14. 송현종, "해결 중심적 단기상담이 정신지체아동의 수업집중행동 개선에 미치는 효과", 특수교육저널:이론과 실천, 9(4), pp.79~94 (2008), 한국특수교육문제연구소
  15. 유구종, "유아교육에서의 다중지능 접근활동과 평가를 통한 통합교육 방안", 홀리스틱교육연구, 11(1), pp.155~172 (2007)
  16. 유재성, "장기상담에서 단기상담으로: 해결중심의 전략적 단기 공동체 상담", 복음과 실천, 29, pp.375~398 (2002)
  17. 유재성, "현대 목회상담학 개론" (2006), 침례신학대학교 출판부
  18. Kollar, C. A, "해결중심 목회상담: 문제중심이 아니고 해결중심으로 단기간에 문제를 해결하는 상담훈련서" (2004), 요단출판사
  19. 이영재, "다중지능이론의 교육학적 의의", 발달장애연구, 1, pp.1~14 (1997), 한국발달장애학회
  20. 이희경, "부정에서 긍정으로: 심리학의 새로운 접근", 2006년 한국심리학회 연차학술대회 자료집, 40~41 (2006)
  21. 장인순, "해결중심 단기 상담이 통합학급 일반학생과 장애학생의 사회적 상호작용에 미치는 효과", 석사, pp.2007
  22. 장희경, "장애유아 담임교사에 대한 해결중심 단기상담 일 연구", 석사, pp.2008
  23. Armstrong, T, "다중지능과 교육" (2007), 중앙적성출판사
  24. 정문자, "학교 부적응 아동을 위한 해결중심 집단상담의 개발 및 평가", 한국가족치료학회지, 12(1), pp.107~139 (2004), 한국가족치료학회
  25. 정주영, "다중지능 이론의 정신지체 교육에 대한 함의", 특수교육학연구, 35(4), pp.171~198 (2001)
  26. 정희선, "다중지능특성에 따른 강점기반교육이 정신지체학생의 읽기이해와 읽기태도에 미치는 효과", 특수교육저널:이론과 실천, 8(3), pp.117~142 (2007), 한국특수교육문제연구소
  27. 차경희, "다중지능 이론에 근거한 지능 프로파일의 교육적 가능성 탐색", 교육과정연구, 25(4), pp.157~178 (2007), 한국교육과정학회
  28. 최민숙, "장애아동 교육을 위한 가족참여와 지원(2판)" (2007), 학지사
  29. 최영하, "다중지능이론에 기초한 자기성장 프로그램이 학교부적응아의 자아존중감 및 학교생활적응에 미치는 영향", 발달장애학회지, 9(1), pp.65~75 (2005), 한국발달장애학회
  30. 최인숙, "주의산만한 아동의 가족치료 사례: 해결중심적 단기치료 모델의 적용", 한국가족치료학회지, 2(1), pp.57~75 (1994)
  31. Seligman, M. E, "학습된 낙관주의" (2008), 21세기북스
  32. 한성희, "해결중심 Lifeway 장애인 가족 상담에 관한 연구", 석사, pp.2006
  33. de Jong, P, "해결을 위한 면접" (2004), 학문사
  34. 황경열, "다중지능 미술활동 프로그램이 경도정신지체 청소년의 자기결정에 미치는 효과", 지적장애연구, 8(4), pp.157~181 (2006), 한국지적장애교육학회
  35. 황은, "취학전 발달 장애 아동부모의 자아존중감 증진을 위한 해결중심 집단상담프로그램의 효과", 한국가족치료학회지, 11(2), pp.133~158 (2003), 한국가족치료학회
  36. Berg, I. K, "Tales of Solutions: A collection of hope -inspiring stories" (2001), Norton & Company, Inc.
  37. Berg, I. K, "Working with the problem drinker: A solution-focused approach", Norton
  38. Bernard, B, "Focusing therapy on what families do right: An interview with Steven Wolin", Resiliency In Action, pp.17~21 (1997)
  39. Biglan, A, "Translating what we know about the context of antisocial behavior into a lower prevalence of such behavior", Journal of Applied Behavior Analysis, 28(4), pp.479~492 (1995)
  40. Boldt, R. W, "Replacing coersive power with relationship power", Reclaiming Children and Youth, 15(4), pp.243~248 (2007)
  41. Campbell, P. H, "Strengths-Based Child Portfolios: A Professional Development Activity to Alter Perspectives of Children with Special Needs", Topics in Early Childhood Special Education, 21(3), pp.152~161 (2001)
  42. Carr, E. G, "The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness", Journal of Positive Behavior Intervention, 9(1), pp.3~14 (2007)
  43. Carr, E. G, "Self-injurious behavior: Motivating conditions and guidelines for treatment", School Psychology Review, 14(2), pp.171~176 (1985)
  44. Carruthers, C, "The power of positive psychology: The paradigm shifts from problem-solving to optimism", Parks & Recreation, 40(10), pp.30~37 (2005)
  45. Checkley, K, "The first seven... and the eighth: A conversation", Howard Gardner Educational Leadership, 55(1), pp.8~13 (1997)
  46. Clonan, S. M, "Positive psychology goes to school: Are we there yet?", Psychology in the Schools, 41(1), pp.101~110 (2004)
  47. Cosden, M, "Strength-Based Assessment for Children With Autism Spectrum Disorders", Research & Practice for Persons with Severe Disabilities, 31(2), pp.134~143 (2006)
  48. Cowen, E. L, ""Positive psychology": Some plusses and some open issues", Journal of Community Psychology, 30(4), pp.449~460 (2002)
  49. Cowger, C, "Assessing client strengths: Assessment for client empowerment. In The strengths perspective in social work practice", pp.59~73 (1997), Longman
  50. de Jong, P, "How to interview for client strengths", Social Work, 40(6), pp.729~736 (1995)
  51. de Shazer, S, "Keys to solution in brief therapy" (1985), Norton
  52. Doidge, N, "The brain that changes itself" (2007), Viking Press.
  53. Dunst, C. J, "Revisiting "Rethinking early intervention"", Topics in Early Childhood Special Education, 20(2), pp.95~104 (2000)
  54. Dunst, C. J, "Empowerment, effective helpgiving practices and family-centered care", Pediatric Nursing, 22(4), pp.334~337 (1996)
  55. Dunst, C. J, "Supporting and Strengthening Families(Vol. 1): Methods, Strategies, and Practices" (1994), Brookline.
  56. Dunst, C. J, "Strengths-based family-centered intervention practices. In Supporting and strengthening families: Methods, strategies and practices", pp.115~131 (1994), Brookline Books.
  57. Dunst, C. J, "Supporting and strengthening family functioning: Toward a congruence between principles and practice", Preventions in Human Services, 9(1), pp.19~43 (1994)
  58. Evans, I. M, "An educative approach to behavior problems: A practical decision model for interventions with severely handicapped learners" (1985), Paul H. Brookes
  59. Fredrickson, B. L, "The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good", American Scientist, 91(4), pp.330~335 (2003)
  60. Gable, S. L, "What (and why) is positive psychology?", Review of General Psychology, 9(2), pp.103~110 (2005)
  61. Gardner, H, "Frames of mind: The theory of multiple intelligences" (1983), Basic Books
  62. Gardner, H, "Multiple intelligences as a partner in school improvement", Educational Leadership, 55(1), pp.20~21 (1997)
  63. Gardner, H, "Intelligence: Multiple perspectives" (1996), Harcourt Brace
  64. Gindis, B, "The social", cultural implication of disability: Vygotsky's paradigm for special education, 1995, pp.30(2), 77~81
  65. Guralnick, M. J, "Family and child influences on the peer-related social competence of young children with developmental delays", Mental Retardation and developmental disabilities Research Review, 5, pp.21~29 (1999)
  66. Harris, A. H. S, "ntegrating positive psychology into counselling: Why and (when appropriate) how", Journal of Counselling and Development, 85(1), pp.3~13 (2007)
  67. Hearne, D, "Multiple intelligence and underachievement: Lessons from individuals with learning disabilities", Journal of Learning Disabilities, 28(7), pp.439~448 (1995)
  68. Heckaman, K, "Functional assessment-based intervention research on students with or at risk or emotional and behavioral disorders in school setting", Behavioral Disorders, 25(3), pp.196~210 (2000)
  69. Hepworth, D, "Direct social work practice: Theory and skills(6th ed.)", pp.2002, Brookes
  70. Keyes, C. L. M, "Toward a science of mental health: Positive directions in diagnosis and interventions. In Handbook of positive psychology(", pp.45~59 (2002), Oxford University Press
  71. Laursen, E. K, "Strength-based practice with children in trouble", Journal of Strength-based Interventions, 9(2), pp.70~75 (2000)
  72. Lucyshyn, J. M, "Positive behavior support with families. In Families and positive behavior support: Addressing problem behavior in family contexts", pp.3~44 (2002), Paul H. Brooks
  73. March, R. E, "Functional assessment checklist for teachers and staff(FACTS)" (2000), University of Oregon
  74. Moran, S, "Orchestrating multiple intelligence", Educational Leadership, 64(1), pp.22~27 (2006)
  75. O'Neil R. E, "Functional assessment and program development for problem behavior", pp.1997, Brookes
  76. O'Neil, R. E, "Functional assessment of problem behavior: A practical guide" (1990), Sycamore Press
  77. "Center for youth development and policy"[URL]
  78. Powell, D. S, "A strength-based approach in support of multi-risk families: Principles and issues", Topics in Early Childhood Special Education, 17(1), pp.1~26 (1997)
  79. Rappaport, J, "In praise of paradox: A social policy of empowerment over prevention", American Journal of Community Psychology, 9(1), pp.1~25 (1981)
  80. Rettig, M, "Using the multiple intelligence to enhance instruction for young children and young children with disabilities", Early Childhood Education Journal, 32(4), pp.255~259 (2005)
  81. Ronnau, J, "Identification and use of strengths: A family system approach", Children Today, 22(2), pp.20~23 (1993)
  82. Rosenberg, M, "The matrix comes to youth violence prevention: A strengths-based, ecologic, and developmental framework", American Journal of Preventive Medicine, 29(5), pp.185~190 (2005)
  83. Saleebey, D, "The strengths perspective in social work practice(Ed.)" (1992), Longman
  84. Saleebey, D, "The strengths perspective in social work practice(2Ed.)" (1997), Longman
  85. Saleebey, D, "The strengths perspective in social work practice(3Ed.)" (2002), Longman
  86. Saleebey, D, "The strengths perspective in social work practice(4Ed.)" (2006), Longman
  87. Seligman, M, "Positive Psychology", Series, 2, pp.425~430 (2000)
  88. Seligman, M. E, "Positive psychology: An introduction", American Psychologist, 55(1), pp.5~14 (2000)
  89. Simmons, S, "Multiple intelligence at the middle school level: Models for learning in art an across the disciplines", Art Education, 54(3), pp.18~24 (2001)
  90. Singh, N. N, "In Search of Unity: Some Thoughts on Family-Professional Relationships in Service Delivery Systems", Journal of Child & Family Studies, 4(1), pp.3~18 (1995)
  91. Skrtic, T. M, "Behind special education: A critical analysis of professional culture and school organization" (1991), Love Publishing Company Co.
  92. Snyder, C. R, "Handbook of positive psychology" (2005), Oxford University Press.
  93. Snyder, C. R, "Balancing psychological assessments: Including strengths and hope in client reports", Journal of Clinical Psychology, 62(1), pp.33~46 (2006)
  94. Sousa, L, "Intervention with multi -problem poor clients: Toward a strengths-focused perspective", Journal of Social Work Practice, 20(2), pp.189~204 (2006)
  95. Steck, E. L, "Positive psychology in the prevention of eating disorders", Psychology in the Schools, 41(1), pp.111~117 (2004)
  96. Stichter, J, "Using Structural Analysis in Natural Settings: A Responsive Functional Assessment Strategy", Journal of Behavioral Education, 14(1), pp.19~34 (2005)
  97. Sugai, G, "Introduction to the Special Series on Positive Behavior Support in Schools", Journal of Emotional & Behavioral Disorders, 10(3), pp.130~135 (2002)
  98. Sugai, G, "Applying positive behavioral support and functional behavioral assessment in schools", Journal of Positive Behavior Interventions, 2(3), pp.131~143 (2000)
  99. Sullivan, W. P, "Reclaiming the community: The strengths perspective and deinstitutionalization", Social Work, 37(3), pp.204~209 (1992)
  100. Trepper, T. S, "Steve de Shazer and the future of solution-focused therapy", Journal of Marital and Family Therapy, 32(2), pp.133~139 (2006)
  101. Truax, R. R, "Literacy Learning: Meeting the Needs of Children Who are Deaf or Hard of Hearing with Additional Special Needs", The Votta Review, 104(4), pp.307~326 (2004)
  102. Weick, A, "A Strengths Perspective for Social Work Practice", Social Work, 34(4), pp.350~354 (1989)
  103. Weick, A, "Putting problems in their place: Further explorations in the strengths perspective. In The strength perspective in social work practice", pp.95~105 (2002), Longman
  104. Weissbourd, B, "Family support program: Catalysts for change", American Journal of Orthopsychiatry, 59(2), pp.20~31 (1989)

관련 논문AI추천

이 간행물의 다른 논문 (14건)