생활도우미 활동이 장애학생에 대한 일반학생의 또래관계에 미치는 영향
A effects to non-disable student's peer relationship with disable student by peer-helper activity in inclusion classroom
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이 연구는 일반중학교에서 장애학생의 학급생활을 돕기 위해 활용되어지고 있는 생활도우미 활동이 장애학생에 대한 일반학생의 또래관계에 미치는 영향에 대해 알아보고자 하는 데 목적이 있다. 이를 위해 통합교육을 실시하고 있는 일반중학교 1개교(208명)를 대상으로 학급배치요인(장애학생과 같은 반/다른 반)과 또래관계개입요인(개입 유/무)을 기준으로 집단을 구분하고, 또래관계 질문지를 통해 또래관계를 전체 점수와 하위 점수(공유활동, 친사회적행동, 친밀감, 애착자존심고양, 신의, 갈등)로 환산하여 각 집단 간 차이를 분석하였다. 연구 결과는 1. 학급배치요인(physical proximity)은 일반학생과 장애학생의 친밀감을 감소시키지만 갈등도 감소시켰다. 그 효과는 미미하다. 2. 또래관계개입요인(peer-relationship intervention)은 일반학생과 장애학생의 또래관계에서 갈등을 제외한 대부분 영역에서 또래관계 점수를 높여주었다. 3. 또래관계점수는 학년에 영향을 받았고, 상호작용효과는 학년과 학급배치요인 간에 두드러졌다. 그러나 또래관계 점수는 성별에는 영향 받지 않았다. 따라서 통합교육환경에서 단순히 학급배치만을 고려하는 것은 장애학생과 일반학생의 또래관계개선에 큰 도움이 되지 못했다. 그렇지만 생활도우미활동을 실시했을 때 또래관계개입을 함께 고려하면 또래관계를 개선하는데 큰 도움이 된다는 결론을 내릴 수 있었다.
Abstract
The objects of this study is to find the effects of Peer helper activity which are related with the non-disable student's peer relationship with disable student. I took sampling 208 students who went to N School which progress peer-helper activity, surveying and analyzing it according to proximity, peer relationship intervention, grade, sex. The peer-helper activity effects remarkably on non-disable student's peer relationship with disable student. However, there is some question in building up the increasing non-disable student's peer relationship with disable student which is only peer-relationship intervention. The remarkably peer-helper activity's effects is peer-relationship intervention and a chance which interact with disable students. and The grade interacts significantly with Physical proximity and has main effects but, The sex does not interact significantly with any ones and does not have main effects. Come to the Conclusion that activity which is only refer to proximity is not helpful to non-disable student's peer relationship with disable student but that activity which is refer to both Physical proximity and peer-relationship intervention is helpful to non-disable student's peer relationship with disable student.
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