발달장애 학생을 위한 사회성 기술 교수 프로그램의 개발과 평가
Development and Evaluation of Social Skills Training Program for Students with Developmental Disabilities
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초록
본 연구에서는 특수학교에 재학 중인 발달장애 고등학생들에게 사회성 기술 교수 프로그램을 개발하여 적용하고 그 효과를 살펴보았다. 연구 참여자는 서울 소재 J특수학교 두 학급에 속한 13명의 발달장애 고등학생이다. 담임교사와의 협의 및 학급 관찰을 통해 학급 분위기 및 학생별 수행수준을 파악하고 이를 바탕으로 6회기의 사회성 기술 교수 프로그램을 개발하여 사회과 수업시간에 실시하였다. 본 연구는 단일집단 사전사후 설계로 진행되었으며, 프로그램 효과는 연구에 참여한 발달장애 고등학생의 장애 정도와 수행수준을 고려하여 설정한 지도 목표의 달성 정도와 직접관찰을 통해 살펴보았다. 연구 결과, 13명의 학생 모두 지도 목표의 수행수준이 향상되었으며, 13명 중 9명이 5점 만점에 4점 이상을 획득하였다. 본 연구는 성인기 전환을 앞둔 중도의 발달장애 고등학생에게 특수학교 상황에서 실시할 수 있는 사회성 기술 교수 프로그램을 구성하고 학교와의 협력 하에 실행하는 모델을 제시했다는 점에 그 의의가 있다. 마지막으로 연구의 제한점과 후속연구를 위한 제언을 제시하였다.
Abstract
The purpose of the study is to develop and apply a social skill training program for high school students with developmental disabilities and evaluate its effectiveness. Thirteen high school students with developmental disabilities attending J special school located in Seoul participated in the study. The program was developed based on collaboration with classroom teachers and direct classroom observation and was implemented in social studies classes for six sessions. Using single group pretest-posttest design, the effect of the program was examined based on how much each student achieved training objective behavior. Direct observation was also conducted to examine students’ changes. The result showed that all participants showed increased scores in their training objective behavior and 9 out of 13 students got a score of 4 or 5 on 5-point scale. This study is significant in that it suggested a collaborative model between university and special school in developing a social skill training program for high school students with severe developmental disabilities who will be transitioned to adulthood in a couple of years. Finally, limitations of the study and suggestions for future research were presented.
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