시각중복장애아동을 위한 의사소통중심 행동중재를 통합한 기능적 교육과정 적용 사례연구
Effects of the Application of the Individualized Functional Curriculum on Problem Behaviors and Functional Skills of the Student with Multiple Disabilities
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초록
시각장애 외 한 가지 이상의 장애가 중복된 아동은 의사소통 능력의 부족으로 인해 사회적으로 부적합한 행동을 보이게 된다. 또한 자신의 기본적인 신변처리와 관련된 일상적인 활동측면에서 뿐 만 아니라 기초적인 학업능력을 습득하는 데서도 어려움을 보인다. 행동문제를 보이고 생활에 필요한 기초 기능 습득 수준이 낮은 시각 중복장애학생을 위한 교육적 접근 방안으로 의사소통을 강조한 행동중재를 통합한 기능적 교육과정을 개발하고 적용하여 그 효과를 알아보고자 본 연구가 실시되었다. 중도장애학생으로 판별된 시각장애학교 초등학생을 연구대상으로 선정하고 아동 관련인을 중심으로 교육팀을 구성하였다. 팀 중심으로 연구대상의 행동문제에 대한 기능분석을 실시하여 행동중재계획을 수립하였고 학교 중심의 기능 교육과정을 개발하고 통합시킨 뒤 적용하였다. 중재 후 아동의 문제행동빈도와 생활기능 습득율을 측정하여 본 결과 문제행동은 감소하였고 기능적 기술 습득율은 상승하였다. 시각중복장애아동을 위한 개인적 교육적 요구에 맞는 개별적인 기능 교육과정을 실제로 개발하고 적용하여 그 효과를 검증한 기초연구로 중도장애 교육현장에서 긍정적으로 활용될 수 있으리라 본다.
Abstract
The purpose of this study was to investigate the effects of the application of the individualized behavioral intervention and functional curriculum on problem behaviors and functional skills of a student with both visual impairment and mental retardation. The subject was a male student aged 10.2 years old who studies in XX School for the Blind. A collaborative team designed and implemented communication-based behavioral intervention and functional curriculum activities. The communication-based behavioral intervention was incorporated into the individualized functional curriculum activities. After the 11-week intervention, data showed that the interventions reduced problem behaviors and increased specific functional skills in school settings. Social validation data supported the efficacy of the interventions. Additional research is needed to design home- or community-based functional curriculum activities.
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