장애유아 통합교육환경에서의 사회적 기술 연구 동향 분석
An Analysis of Domestic Research Trend Relevant to Social Skills of Preschoolers with disabilities in Inclusive Educational Environments
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본 연구는 2001년부터 2011년까지 장애유아 통합교육환경에서의 사회적 기술 연구동향을 통합교육환경 장애유아의 사회적 기술과 관련된 국내연구 총 80편을 연도별ㆍ학술지의 동향, 주제별 교수접근법, 연구대상, 연구방법, 독립변인, 종속변인, 장애유형별 중재전략을 기준으로 분석하였다. 연구결과는 다음과 같다. 첫째, 2001년부터 2004년 사이에 유아교육관련 전반 학술지와 지적장애, 시각장애, 언어청각, 언어치료, 발달장애, 특수교육학 등의 연구 분야에서 점차 다양한 양적증가 양상이 나타났으며, 2005년 이후부터 특수교육분야에서의 활발한 연구가 발표되었다. 둘째, 주제별 교수접근법 동향은 자연적 교수가 20편(25%)으로 가장 많았고, 장애유아의 또래관련 연구주제는 2011년까지 지속적으로 다양한 연구주제 내용으로 분석되었다. 셋째, 연구대상 및 연구방법별 동향은 여러 장애유형이 혼합된 연구가 많은 편이며 단일대상 실험연구가 49편(61.4%)으로 가장 많았다. 넷째, 독립변인은 자연적 교수에 관한 연구가 거의 없다가 2003년부터 연구가 지속되어 구조화 방식의 자연적 교수중재가 21편(26.0%)으로 나타났다. 다섯째, 종속변인은 사회적 상호작용, 친사회적행동, 사회참여, 사회적 통합으로 분류한 결과, 사회적 상호작용이 32편(39.9%)으로 많았다. 여섯째, 장애유형 별 중재전략의 분석결과, 발달지체, 자폐장애, 지적장애유아를 대상으로 하는 자연적 교수전략유형이 42.4%로 가장 높게 나타났다. 이러한 연구결과를 토대로 장애유아 통합교육환경에서의 사회적 기술 연구과제에 대한 방향성과 시사점을 논의하였다.
Abstract
The purpose of this study was to examine a flow of research by analyzing research trend related to social skills of preschoolers with disabilities in inclusive educational environments from 2001 to 2011, and to suggest implications on a research of social skills in the preschoolers with disabilities of the future inclusive educational environments. A research method was analyzed with year-based trend of academic journals, research themes, research subjects, research methods, independent variables, dependent variables, and intervention strategies by disability type as for totally 80 domestic researches related to social skills of preschoolers with disabilities in the inclusive educational environments. The findings were as follows. First, diverse aspects in a quantitative rise were shown gradually in the whole academic journals related to early childhood education and in research fields such as mental retardation, visual impairment, language hearing, language therapy, developmental disability, and special education from 2001 to 2004. From the year in 2005, an active research was released in the whole special education field. Second, the trend of research themes was the largest in natural approach with 20 pieces (25%). The research theme was analyzed continuously diverse research-theme contents until 2011. Third, the research subjects are possessed by the majority of researches that several disability types are mixed. An experimental research with single subject was the largest with 49 pieces (61.4%). Fourth, the independent variables weren't existed almost a research on natural approach, but were continued a research from 2003, thereby having been indicated to be natural teaching intervention 21 pieces, (26.0%) in the structured approach. Fifth, the dependent variables were the largest in social interaction with 32 pieces (39.9%) as a result of classifying them into social interaction, pro-social behavior, social participation, and social integration. Sixthly, as a result of analyzing intervention strategies by disability type, the natural teaching strategic type was indicated to be the highest with 42.4%, which targets preschoolers with developmental delay, autistic disorder, and mental retardation. Based on these findings, it discussed about research task on social skills of preschoolers with disabilities and nondisabilities in the inclusive educational environments, and suggested development and effect verification of the comprehensively inclusive education program based on interconnections of these children's social skills and communication abilities.
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