통합교육환경에서 특수교육보조원과 또래도우미 지원 효과에 관한 비교 연구
A Comparative Study on the Effects of Supporting by Paraeducator and Peer Assistants in Inclusive Settings
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초록
본 연구는 서울 K초등학교 1,2학년 정신지체아동과 해당 통합학급 일반아동을 대상으로 특수교사와 통합학급 교사의 협력 하에 특수교육보조원(이하 보조원)과 또래도우미 지원효과를 비교하기 위해 장애아동의 사회적 상호작용과 일반아동들의 수용태도의 사전-사후 변화를 측정하였다. 보조원 지원 아동은, 사회적 상호작용의 비율이 다소 증가하였고 또래도우미 지원 아동은 크게 향상되었으나 하위 영역별로 그 증‧감이 개인간, 개인내 차를 보였다. 일반아동의 수용태도는 보조원 지원 집단의 경우 점수가 소폭 감소하여 유의한 영향을 미치지 못한 반면 또래도우미 지원 집단은 크게 상승하여 긍정적 효과를 보였다. 이러한 결과는 보조원을 활용한 대적으로 그 효과가 두드러지며 특수교사와 통합학급교사의 지속적인 협력의 중요성과 장기적으로 통합교육 현장에서 활용될 수 있음을 시사해 주고 있다.
Abstract
The purpose of this study was to examine the effects of supporting by paraeducator and peer assistants in inclusive settings. The subjects were two general education classes of 1st and 2nd grade and each class had one child with disabilities. One child with mental retardation in the 1st class was supported by a assigned paraeducator while the other one in the 2nd class was supported by peer assistants under the cooperation with special education teacher and general education teacher. In order to examine the effects of two supporting types, social interactions of children with disabilities were analyzed by using direct observation with videotaping and acceptance attitudes of children without disabilities toward children with disabilities were measured by using rating scales. Results showed that social interactions of child with disabilities who was supported by peer assistants were significantly increased when compared to child with disabilities who was supported by paraeducator. Moreover, students' acceptance attitudes toward children with disability decreased within narrow limits in case of paraeducator. However, in case of peer assistant, that increased largely bringing positive effects. This result suggests that the effects on the support of peer assistant comparing with that of paraeducator stands out relatively in the aspect of social interactions for childfen with disabilities and of attitudes for children without disability. Also, it implies that cooperations between special ducation teacher and general education teacher and supports of peer assistants are important in inclusive settings.