지역사회통합 교육과정(CIS-C)이 발달장애학생의 지역사회적응기능에 미치는 효과
The effects of Community Integration Skills-Curriculum(CIS-C) on the community integration skills of the students with developmental disability
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
본 연구는 대부분의 발달장애 학생들이 사회적응력이 부족하고 제한된 삶을 살아가고 있으므로 더 구조화되고 체계화된 다양한 경험 중심의 지역사회 통합교육과정(CIS-C) 프로그램을 구안하여 조직적으로 활용함으로써 발달장애 학생들의 지역사회 적응기능을 향상시키는데 목적이 있다.연구의 결론은 다음과 같다. 첫째, 지역사회통합교육과정은 발달장애학생의 지역사회적응기능(기본생활영역, 사회자립영역, 직업생활영역)중 사회자립영역에 효과적이다. 둘째, 지역사회 통합교육과정은 발달장애학생의 기본생활영역 중 기능적 기호와 상징 요인에 효과적이다. 셋째, 지역사회 통합교육과정은 발달장애학생의 사회자립영역 중 금전관리 요인에 효과적이다. 넷째, 지역사회 통합교육과정은 발달장애학생의 직업생활영역 중 대인관계 및 여가요인에 효과적이다.
Abstract
The purpose of this study was to investigate the effects that community integration skill-curriculum has on the community integration skills of the students with developmental disability. The subjects in this study were 16 middle school students with developmental disability composed of 8 boys and 8 girls and they had practiced CIS-C for 7 months. The Community Integration Skills- Assessment (CIS-A) was consisted of 9 separate factors in 3 sub-categorized skills and it measured the basic life skill (basic concept, functional codes and symbols, family care, health and safety), the self-reliance skill (public service, time and measure, money management), the vocational skill.(vocational function, interpersonal relations, leisure) The results were as follows. Firstly, the Community Integration Skills-Curriculum(CIS-C) was effective on improving the community integration skills of the students with developmental disability and especially the Community Integration Skills-Curriculum (CIS-C) was more effective to develop the self-reliance skill than others. Secondly, the Community Integration Skills-Curriculum (CIS-C) was effective on improving the basic life skill (basic concept, functional codes and symbols, family care, health and safety) of the students with developmental disability and more effective on functional codes and symbols. Thirdly, the Community Integration Skills-Curriculum (CIS-C) was effective on improving the self-reliance skill (public service, time and measure, money management) of the students with developmental disability and more effective on money management. Fourth, the Community Integration Skills-Curriculum (CIS-C) was effective on improving the vocational skill (vocational function, interpersonal relations, leisure) of the students with developmental disability and more effective on interpersonal relations and leisure.
참고문헌 (14)
- 김동일, "지역사회 통합교육과정" (2004), 서울: 학지사
- 박승희, "지역사회중심 교육과정의 발달 배경과 과제 특수교육 연구의 동향과 과제" (1993)
- 이효신, "중증장애아동을 위한 지역사회 중심의 교수법에 관한 연구" (1998)
- 장혜성, "중도 정신지체 고등부 학생의 지역사회 기능 증진을 위한 지역사회중심 교수의 효과", 19(2), pp.23~51 (2003)
- 전보성, "대인기능 중심의 전환교육활동이 정신지체학생의 지역사회적응기술에 미치는 효과", 6(1), pp.271~292 (2005)
- 조순형, "지역사회중심 생활훈련프로그램이 발달장애학생의 사회적응기술에 미치는 효과" (2005)
- 조인수, "전환교육 프로그램이 발달지체인의 직업적응력에 미치는 효과", 35 (2001)
- 조인수, "정신지체아 교육" (2005), 대구 : 대구대학교출판부
- 전헌선, "중복지체부자유아교육" (2003), 대구 : 대구대학교출판부
- American Association on Mental Retardation, "Mental Retardation : Definition, Classification, and Systems of Supports, 10th edition" (2002), Washington, DC : AAMR
- Greene, G, "Pathways to Successful Transition for Youth with Disabilities" (2003), New Jersey Columbus, Ohio : Person Education, Inc.
- Krouse, J, "Curriculum development and transition" (2001), Upper Saddle River, NJ: Prentice Hall
- Roger, P., "Transition services in special education: a practical approach" (2004), Long Island University
- Wehman. P, "Life Beyond the Classroom : Transition Strategies for Young People with Disabilities(2th)" (1996), Paul. H. Brookes Publishing Co