초등학교 재량활동시간을 이용한 “우리가 만드는 따뜻한 교실＂프로그램이 비장애아동의 정서능력과 장애아동의 사회적 상호작용에 미치는 영향
The Effects of the "Let's Make a Happy Class" Program on the Emotional Competency of Children without a Disability and the Social Interaction of Children with Disabilities in ...
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본 연구는 한 초등학교의 6학년 장애아동(3명)과 장애아동이 속한 통합학급의 비장애아동(79명)을 대상으로 특수교사가 재량활동시간을 이용하여 우리가 만드는 따뜻한 교실프로그램을 실행한 후 비장애아동의 정서능력과 장애아동의 사회적 상호작용에 미치는 영향을 알아보고자 하였다. 우리가 만드는 따뜻한 교실프로그램은 자신과 타인의 감정을 인식하고 조절하기, 협력하기, 서로의 차이 이해하기, 행동하기 전에 생각하기 등을 주요 내용으로 하고 여기에 장애아동과 비장애아동간의 사회적 관계 증진을 위한 활동들을 포함하여 구성되었다. 비장애아동의 정서능력은 초등학교 고학년용 정서지능 진단검사를 사용하여 사전검사와 사후검사 간에 유의한 차이가 있는지 검증하였고, 장애아동의 사회적 상호작용은 대상자간 중다기초선설계를 이용하여 측정하였다. 본 연구의 결과 비장애아동의 경우 프로그램 실시 전후의 점수 간에 유의한 차이가 없었으나, 장애아동의 사회적 상호작용은 향상 및 유지된 것으로 나타났다.
Abstract
The purpose of this study was to examine the effects of a program, "Let's make a happy class", on the emotional competency of nondisabled children and on the social interaction of children with disabilities in three inclusive classes in an elementary school. Three 6th-grade children with disabilities and their 79 peers participated in the study. The main contents of the program included emotional awareness and control, cooperations with each other, understanding of differences among individuals, and the ability to think before taking any actions. As a result of a total of ten sessions of program implementation(two sessions per week), this study found that: (1) in case of children without a disability, no significant statistical differences in emotional competency were observed between before and after the intervention program, and that (2) the social interactions with peers of the three children with disabilities increased and the increased interaction was maintained two weeks after the program was terminated. Limitations of the study and suggestions for future research are provided.
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