초등부 장애아의 사회적 능력 특성에 관한 특수학교 교사의 인식 분석
The Special Education teachers' Recognition Analysis about The Characteristics of Social Competence for Elementary Students with Special Needs
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초록
이 연구에서는 초등부 장애아(정신지체, 청각, 시각, 지체, 정서장애)의 사회적 능력 특성에 대하여Walker-McConnell의 척도를 이용하여 하위능력별로 교사들의 인식을 분석하는 것이다. 이를 통해 장애아의 사회적 적응과 학교 생활의 성공여부를 판단해주는 단서로서의 정보와 교수전략의 시사점을 얻을 수 있기 때문이다. 초등부 장애아의 사회적 적응 특성은 또래에 비해 3가지 하위영역 모두에서 사회적 능력이 낮은 것으로 나타났다. 장애영역별로 보면 정서장애아가 다른 장애영역에 비해 하위영역에서 낮은 사회적 적응 능력을 보이고, 상대적으로 시각장애아가 사회 적응 능력과 학교 생활 능력이 높은 것으로 조사되었다. 따라서 학령기 초에서부터 장애아의 사회적응 능력과 학교적응력을 높이기 위한 지원 전략이 마련되어야 한다.
Abstract
This study is to analysis the special education teachers' recognition comparing the sub-categorical characteristics of social competencies of elementary students with disabilities(students with mental retardation, visual impairments, deaf or hearing impairments, physical disabilities and emotional and behavior disorders). Because it provide meaning to find the cue about a information of intervention. The major feature is that, as whole, when compared with peer with without disabilities, the social competencies of elementary students with disabilities were low in average to the three sub-categorical characteristics. In category of disabilities, the social competencies of the students with emotional and behavior disorders were low across other all disabilities. The social competencies and school adaptive behavior of students with the visual impairments were high comparing to the other disabilities. Therefore, the training for the social competencies should be provided from early school age to improve abilities of social and school adaptation.
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