자폐 범주성 장애 학생의 교과학습 향상을 위한 학업기술 교수전략
Instructional Strategies to Teach Academic Skills in Content Areas for Students with Autism Spectrum Disorders
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초록
통합교육의 실행과 함께 모든 학습자의 학업 성취에 대한 중요성은 보다 강조되고 있다. 그러나 의사소통 및 사회적 결함을 특징으로 하는 자폐 범주성 장애 학습자의 특성상 사회적 상호작용 및 의사소통 증진을 위한 연구가 대부분을 차지하고 있으며, 교과학습과 관련한 학업기술 교수를 위한 중재 연구는 여전히 부족한 실정이다. 본 연구에서는 자폐 범주성 장애 학습자의 학업기술 교수전략에 관한 연구를 정리하고, 지금까지의 경험적 증거를 제시하고자 하였다. 총 23편의 관련 연구를 대상으로 분석한 결과 교과와 관련된 학업기술 영역으로는 읽기, 쓰기, 기초 수학 및 시험 보기 기술 등이 판별되었으며, 학업 증진을 위해 사용된 교수전략으로는 직접교수(DI) 프로그램, 행동수정 기법, 인지적 전략, 컴퓨터 보조 교수(CAI)를 포함한 보조공학의 활용, 그림 의사소통 상징체계를 활용한 교수 등이 있었다. 또한 읽기 분야의 학업기술 교수와 관련된 중재가 가장 많은 것으로 나타났으며, 주로 철자 쓰기와 같은 단순한 기술 교수가 주를 이루었다. 실험 설계 방법에 있어 대부분의 연구가 단일 대상 연구 설계를 사용한 것으로 나타났으며, 하나의 교수전략이 근거에 기반한 실제로서 역할을 하기에는 여전히 보다 많은 실험 연구가 요구된다고 할 수 있다. 마지막으로 본 연구를 통해 제안된 학업기술 교수전략 및 중재에 대한 함의 및 앞으로의 연구 과제에 대한 논의가 제시되었다.
Abstract
Recently, academic achievement of all learners in genderal curriculum is considered as an important factor for successful inclusion. Teaching academic skills, however, has not been paying much attention because of specific characteristics of autism spectrum disorders(ASD), which related to problems in social interaction, communication, and behavior. In this study, a total of 23 research studies have been investigated in order to identify evidence-based practices for teaching academic skills for students with ASD. The main areas for instruction were identified as follows: reading, writing, basic math skills, and test-taking strategy skills. In addition, the results show that various strategies such as, Direct Instruction(DI) programs, behavioral modification techniques, cognitive interventions, assistive technology for learning, and picture communication systems, were applied in terms of effective teaching strategies for academic skills. The limitations of the study and the direction for the further research were also discussed.
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