교사와 언어치료사간 협력적 자문모델을 이용한 교실중심언어중재가 다운증후군 아동의 의사소통에 미치는 영향
Effects of classroom-based intervention using collaborative consultation between special educator and speech-language therapist for communication of young children with Down's syndrome.
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본 연구는 치료 교육서비스 전달 방법으로 논의되고 있는 교실중심중재를 교사와 치료사간 협력적 자문모델을 통해 적용해 봄으로서 다운증후군 아동의 의사소통능력의 증가와 유지효과를 알아보고자 하였다. 중재는 팀 협의를 통해 함께 진단, 계획하여 공동의 목표를 수립 한 후, 교사가 교실중심언어중재를 실시하고 주 1회 언어치료사가 수업 참관 후 협의를 통해 자문하는 피드백 중재를 실시하였다. 연구대상은 S 특수학교 초등부 학생 3명이며 대상자간 중다 간헐기초선 설계를 사용하였다. 의사소통의 기능의 측정은 Wehterby et al (1988), Wehterby & Prutting(1984), 홍경훈․김영태(2001)의 연구도구를, 형태는 Watson et al(1989)의 분류를 바탕으로 작성하였으며 이에 따라 의사소통빈도와 형태를 분석하였다. 관찰은 각 아동들이 소속된 학급에서 주당 3시간으로 배당되어있는 놀이방시간에 작은 놀이방에서 이루어졌다. 연구결과 의사소통발생율과 형태면에서 긍정적인 결과를 나타내었으며 이는 특수학교의 언어치료교육의 한 모델을 제시할 수 있다고 볼 수 있다.
Abstract
Classroom-based language intervention is one of the models recently studied and recommended as an effective and functional service delivery strategy for speech-language therapy. In this research, we introduced this classroom-based language intervention using collaborative consultation approach between special educator and school speech-language therapist. Participants were three young children who had Down's Syndrome and attended a special elementary school for young children with disabilities. Multiple probe design was used, and maintenance data were also collected. Dependent variables were communicative form and function. Data were collected during free play period within a playroom. Positive results were obtained in both dependent variables. Implications of this study for special education and therapeutic education service delivery were discussed.
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