사회교과 통합 전환교육프로그램이 지적장애 중학생의 식당이용기술 수행에 미치는 효과
The Effect of Subject Integration-based Transition Education Program on Performance on Restaurant Use Skills for Middle School Student with Intellectual Disabilities
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참고문헌
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초록
전환교육은 특수교육과정의 측면에서 교과교육이 지적장애학생의 성인생활을 위한 미래계획 요구 영역별(사회, 직업, 주거생활 등)로 교수내용 및 방법을 보완하고, 이를 지적장애학생의 전 학령 단계별로 통합ㆍ연계적으로 적용 가능하도록 촉진하는 생애주기별 교육적인 수단이 되고 있다. 본 연구는 이러한 측면에서 전환교육프로그램과 특수교육과정 사회교과를 통합적으로 구안한 최근 선행연구의 중재프로그램 및 방법을 도입하여 지적장애 중학생 한 명에게 적용함으로써 그 효과를 알아보는데 목적을 두었다. 본 연구에서 적용된 종속변인인 식당이용기술의 하위 과제기술은 식당 찾기, 음식 주문, 식사기술로 세 가지이며, 연구 설계는 행동간 중다간헐 기초선 설계를 사용하였다. 본 연구에서 적용한 교수는 지역사회중재와 교실중재를 상호 연합하여 실시하면서 반응촉진법, 시각적 단서, 토큰 강화, 자기점검, 역할놀이, 비디오 모델링, 음식 주문 그림판, 식당 지도 등의 기법 및 도구들이 다중요소의 통합적인 패키지 수준에서 적용되었다. 연구 결과로써 대상학생의 식당 찾기 기술, 음식 주문 기술, 식사 기술이 모두 향상된 것으로 나타났으며, 습득된 기술은 중재가 종료된 후에도 유지되었다. 또한 세 가지 목표기술에 대한 일반화 측정에서도 효과가 있는 것으로 나타났다. 본 연구의 결과는 특수교육과정의 여러 교과교육이 상호간 다양한 통합 유형으로 적용되어 그 효과성을 검증하는데 필요한 기초 자료로써 활용될 수 있을 것이다.
Abstract
A transition education is becoming a life-cycle education that supplements a teaching method for each field (society, job, housing life, and etc) required for the future plan for an adult life of students with intellectual disabilities, and promotes it to integratively and associatively apply on each school stage of intellectual disabilities. The purpose of this study is to adopt the arbitration program and method of previous research, Kim Youngjun, Kang Gyeongsook, and Kim Jooyoung (2012) that integratively designed a transition education program and special education social studies and apply it on one middle school student with intellectual disabilities in order to find its effects. The subordinate assignment skills of restaurant use skills, which is the dependent variable applied in this study, are finding a restaurant, ordering food, and eating skill. The multiple baseline probe design across behaviors was used for the study design. The professor applied in this study mutually performed local community intervention and class intervention, and methods and tools such as reaction facilitation, visual clue, token reinforcement, self monitoring, roleplaying, video modeling, food order menu, and restaurant map were applied at the level of integrated package of multiple factors. Restaurant search skill, food ordering skill, and eating skill of the target student have increase and the acquired skills were maintained even after intervention. It is also effective in generalization measurement about three objective skills. The results of this study can be used as basic data to prove effectiveness of mutual integration types of various curriculums of a special education.
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