교사와 장애아동간의 학급 내 상호작용 특성에 관한 문헌분석
An Analytic Study on Classroom Interactions between Teachers and Students with Disabilities
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초록
장애아동과 교사간의 상호작용의 유형과 질은 곧 교육의 질이라고 할 수 있다. 이러한 상호작용의 질은 장애의 유형과 특성에 다라 달라짐을 선행연구 분석을 통해서 확인할 수 있었다. 따라서 통합교육을 실시하든, 분리교육을 실시하든 관계없이 아동과 교사간의 상호작용 내용과 질은 사전에 세심히 준비되고 적용되어져야 한다. 이러한 준비와 배려 없이 특수교육의 효과는 기술할 수도, 설명할 수도, 예측할 수도, 조정할 수도 없다.
Abstract
The education and treatment of students with disabilities has been and continues to be challenge for both regular and special educators. In the ecological perspective, the etiology of behavior is neither entirely internal or external-behavior of teachers and students is considered to be the result of the interaction between an individual and the ecosystem or environment. The analysis of one component of the school environment, classroom interactions between teachers and students, has been the focus of various avenues of educational research for many years. In resent years, research has begun to focus on the observation of specific teacher behaviors and the relation of these behaviors to student outcomes. This study has analyzed inappropriate classroom interactions between students as well as interactions between students and teacher to more precisely describe the nature, course, and implications of disorders in students' social behavior. In conclusion, the issues discussed have provided a snapshot of the nature of interactions in variety of self-contained classroom for students with disabilities.