저학년 영재아동과 ADHD아동의 교실 내 상호작용에 관한 질적 연구
A Qualitative Research Study on Classroom Interaction of Gifted and ADHD Children in Early Childhood
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저학년 때 나타나는 영재의 행동 특성은 ADHD의 행동 특성과 유사하여 부모나 교사의 스트레스로 인해 성급하게 조기진단 함으로써 ADHD로 오진되는 경우가 간혹 있다. 이에 본 연구는 ADHD 진단을 받은 초등학교 2학년 영재 한 명, 저학년 때 ADHD로 오해받았으나 현재는 영재로 판별되어 교육청 영재반에 다니는 중등영재 한 명, ADHD 진단 기준에 의해 ADHD로 의심되는 아동 두 명, 총 4명을 연구 대상으로 교실 내 상호작용을 비교, 분석하였다. 연구 결과, 교실 내에서 발견된 영재와 ADHD의 유사한 점은 과잉행동, 충동성, 통제되지 않는 말, 부족한 사회성 등이며, 다른 점은 남다른 어린시절, 주의집중능력, 과제해결능력, 독서능력 등으로 드러났다. 부모와 교사는 영재와 ADHD의 유사한 점과 다른 점을 인지하고, 아동들의 정서 행동 문제가 타인과의 상호작용에서 어떻게 나타나는 지 면밀히 관찰, 판별함으로써 건강하고 긍정적인 해결책을 마련해야 할 것이다.
Abstract
There are some cases that gifted children are wrongly labeled as ADHD by the hasty diagnosis of parents or teachers who suffer stress because the behavioral characteristics of gifted children seem similar with the behavioral characteristics of ADHD when they are in their adolescence. Thus this research analyzed and compared interactions of four different students as a subject of this study. One of them belongs to a Gifted Child Class of the provincial Offices of Education after being distinguished as a gifted child, however he was originally diagnosed with ADHD. Another has a very high intelligence quotient and the others may be students who have ADHD in terms of some standard of it. As a result, ADHD shows the affective characteristics such as hyperactivity, impulsivity, uncontrolled words and lack of social skills which are commonly associated with people of genius ability. On the other hand, there are clearly differences between ADHD and gifted children in cognitive character in terms of differentiating childhood, attention ability, ability to solve problems and the ability to read. Therefore parents and teachers must recognize ADHD’s similarities and differences from that of possible geniuses to suggest positive solutions by observing how children interact with others for emotional behavioral problems and in order correctly classify the condition.
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