비장애또래학생과의 통합교과활동 참여가 중도중복장애학생과 비장애또래학생 간의 상호작용과 중도중복장애학생의 행복감에 미치는 영향
The Effects of Integrated Subjects Activity with Peers on the Interaction, Happiness of Students with Severe and Multiple Disabilities
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연구목적: 본 연구에서는 비장애또래학생과의 통합교과활동 참여가 중도중복장애학생의 상호작용과 행복감에 어떠한 영향을 미치는지 살펴보았다. 연구방법: 16명의 중도중복장애학생과 중도중복장애 특수학급 교사 6명, 12명의 비장애또래학생, 12명의 특수교육실무원이 비장애또래학생과의 통합교과활동에 참여하였고, 중재는 5개월에 걸쳐 진행되었다. 중재가 중도중복장애학생의 상호작용과 행복감에 미치는 영향을 살펴보기 위해서 사전･사후 통제집단설계를 적용하였고, 두 독립표본 t검증을 실시하여 통계적 유의성을 검증하였다. 연구결과: 실험집단과 통제집단 간 중도중복장애학생의 상호작용과 행복감에는 유의미한 차이가 있어 비장애또래학생과의 통합교과활동 참여가 실험집단 중도중복장애학생의 상호작용과 행복감에 긍정적인 영향을 미쳤다고 볼 수 있다. 결론: 연구결과를 바탕으로 비장또래와의 통합교과활동 참여가 중도중복장애학생에게 의미 있는 교육적 성과를 도출해 낼 수 있음을 확인할 수 있었다.
Abstract
Purpose: The purpose of this study is to examine the effects of integrated subjects activity intervention with peers on the interaction and happiness of students with severe and multiple disabilities. Method: Sixteen students with severe and multiple disabilities, six special educators, twelve peers, and twelve paraprofessionals participated in the integrated subjects activity intervention with peers. They were assigned to one of the experimental or wait-list control groups. The integrated subjects activity intervention with peers was implemented for five months. Pretest-posttest control group design was applied in this study and an independent t-test was used to analyze the differences between two groups. Results: The results showed that there was a significant difference in the effects on the interaction and happiness between the experimental and the control group. Conclusion: Discussions, implications and future directions of the integrated subjects activity intervention with peers on the interaction and happiness of students with severe and multiple disabilities were presented based on the results of the study.
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