장애에 대한 반편견 도서 활용교육을 통한 연령과 성별로 본 비장애 유아의 장애 수용 태도
Effects of Anti-Biased Picture Book Activities on Acceptance of Kindergarten-Age Children with Disabilities
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The purpose of this study was to investigate the effects of anti-biased picture book activities on acceptance of kindergarten-age children with disabilities. One hundred kindergarten children participated in this study. The children were enrolled in 2 kindergartens in C and K cities. Of the sample of 100, 44 were boys and 56 were girls. All subjects were tested on the Acceptance Scale of Kindergarteners (ASK). The 18-item, 3-point scale requires children to respond "yes", "no" or "maybe" to questions that reflect acceptance and nonacceptance of persons with disabilities or persons who are different. The intervention consisted of the following components: storytime, guided discussions, structured play and so on. Kindergarten participants received information about children with disabilities during a regular story period. All of books had a story content directly related to a child with a disability. After the 6-week intervention, children participating in the intervention group reported increased acceptance. The children reported greater acceptance of children with disabilities than did children in the control group. A significant difference as found in the ASK scores between the two groups. The subjects' gender and age do not contribute significantly to the acceptance of children with disabilities.The successful implementation of intervention promotes better understanding and acceptance of children with disabilities. Additional research is needed to establish the content and components of intervention for positive changes in levels of acceptance.
Abstract
The purpose of this study was to investigate the effects of anti-biased picture book activities on acceptance of kindergarten-age children with disabilities. One hundred kindergarten children participated in this study. The children were enrolled in 2 kindergartens in C and K cities. Of the sample of 100, 44 were boys and 56 were girls. All subjects were tested on the Acceptance Scale of Kindergarteners (ASK). The 18-item, 3-point scale requires children to respond "yes", "no" or "maybe" to questions that reflect acceptance and nonacceptance of persons with disabilities or persons who are different. The intervention consisted of the following components: storytime, guided discussions, structured play and so on. Kindergarten participants received information about children with disabilities during a regular story period. All of books had a story content directly related to a child with a disability. After the 6-week intervention, children participating in the intervention group reported increased acceptance. The children reported greater acceptance of children with disabilities than did children in the control group. A significant difference as found in the ASK scores between the two groups. The subjects' gender and age do not contribute significantly to the acceptance of children with disabilities.The successful implementation of intervention promotes better understanding and acceptance of children with disabilities. Additional research is needed to establish the content and components of intervention for positive changes in levels of acceptance.
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