일반교육과정 접근을 위한 자기결정 학습전략이 정신지체 아동의 의사표현 및 도움요청행동에 미치는 효과
The Effects of Self-Determination learning Model of Instruction on the Verbal Expression and Help-Requesting Behaviors for Students with Mental Retardation in Inclusive Classroom
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이 연구는 정신지체 아동의 일반교육과정 접근을 위해 통합수업시간에 자기결정 학습전략을 적용하고 의사표현 및 도움요청행동에 미치는 효과를 살펴보았다. 연구대상은 충청북도 소재의 일반학교에 재학 중인 정신지체 학생 네 명으로, 대상자간 중다 기초선 설계를 적용하였다. 중재는 통합학급 사회과 수업시간에 실시되었으며, 일반화는 도덕과 수업시간에 실시되었다. 연구결과 아동 A와 아동 B는 의사표현행동이 향상되었으며, 일반화 효과가 있는 것으로 나타났다. 다른 아동들은 행동이 향상되지 않았다. 도움요청행동의 경우 아동 B만 간헐적으로 효과가 나타났으며, 다른 아동들은 향상되지 않았다. 연구결과에 따라 자기결정 학습전략의 적용이 의사표현 및 도움요청행동에 효과적이기 위해서는 학습자 흥미의 고려, 교과특성의 고려, 학급환경의 제한, 직접적이고 구체적인 자기옹호 전략과의 연합이 필요함을 논의하였다.
Abstract
The purpose of this study was to investigate the effects of Self-Determination Learning Model of Instruction(SDLMI) on the verbal expression and help-requesting behaviors for students with mental retardation in inclusive elementary classroom. The effects of SDLMI model on the verbal expression and help-requesting behaviors of social studies were examined for students with mental retardation. Multiple baseline design across subjects were established in four students with mental retardation. The results were as follows: After the intervention of SDLMI, students A showed improvement in verbal expression and help-requesting behaviors whereas other students did not. All four students did not show maintenance verbal expression and help-requesting behaviors. In conclusion, SDLMI was effective since it lead to the use of student-directed learning strategies and encompass various strategies to use. However, unless detailed instruction and guidance for students to apply SDLMI, the model could not be come effective tool for students with mental retardation. Therefore, follow up studies in the future should examine the effects of various programs of SDLMI, which is applicable to students with mental retardation.
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