장애 고등학생의 사회적인 상호작용 증진에 미치는 또래매개 중재방법의 효과분석
The Effects of Peer-Mediated Training on Increasing Social Interaction Skills of School Students with Disabilities
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장애아동은 긍정적인 사회적응과 취업의 결과, 학업성취를 유도하는데 상당한 문제를 초래하고 있다. 따라서 이들의 사회성 문제로 야기되는 장애 고등학생의 학업성취와 취업부진의 문제를 개선하기 위하여 일반아동을 또래매개로 활용하는 중재방법이 적용되고 있으나, 각 연구에서 사용하고 있는 또래매개 중재방법의 구성요소와 적용방법에 있어서는 상당한 차이를 보이고 있다. 아울러 고등학생을 대상으로 또래매개 중재방법의 효과를 분석한 연구는 상대적으로 최근에 이르러서야 연구되고 있기 때문에 장애 고등학생의 사회적인 상호작용 증진에 미치는 또래매개 중재방법의 효과에 대해서는 철저한 분석이 필요한 영역으로 남아있다. 본 연구의 목적은 장애 고등학생을 대상으로 또래매개 중재방법을 적용한 실험연구의 대상아동 특징과 연구방법론적인 양상, 또래매개 중재방법의 효과를 분석하여, 본 중재방법의 효과적인 실제적용과 관련된 가능한 변인을 발견해 보고자 모색하였다. 관련 실험연구의 문헌분석 결과에 의하면, 장애 고등학생의 사회적인 상호작용 능력 증진에 일반아동을 활용한 또래매개 중재방법은 긍정적인 영향을 미치는 것으로 나타났다. 그러나 일부 연구방법론적인 제한점과 아울러 일반화 및 유지효과 분석에 대한 심각한 제한점이 발견되었다. 이상의 결과를 근거로 하여 장애 고등학생의 사회성 증진을 위한 중재연구의 방향과 교육적인 실제의 시사점에 대하여 논의하였다.
Abstract
Social development of students with disabilities may be promoted by interaction with their general education peers. Although many peer-mediated strategies shared common features in regard to measuring social interaction as an outcome variable, variability existed in regard to the components of the interventions and how they were implemented. To identify possible factors relating to intervention effectiveness, the purpose of this study was to provide a critical analysis of peer-mediated strategies utilized to promote social interaction with high school students with disabilities in relation to demographic characteristics, methodological issues, and findings. Based on the review of empirical literature, the progress were made in the development of peer-mediated strategies to facilitate social interaction skills of high school students with disabilities. However, there were some methodological limitations including lack of generalization and maintenance measures. Findings are discussed in relation to critical variables that may relate to intervention effectiveness in future research and practice efforts.
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