통합환경에서의 보편적 학습설계(UDL)에 기초한 미술수업이 중학교 정신지체학생의 사회적 상호작용에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of integrated visual art instruction based on universal design for learning(UDL) on social interaction of students with mental retardation in middle school. In this study, the integrated visual art instruction based on universal design for learning of 12 sessions was carried out, with 7 students with mental retardation in integrated learning environment. Walker-McConnell scale test and social interaction behavior observation form were used as an inspection tool, and the mean and standard deviation were calculated for data processing, thereby comparing the differences between pre and posttest of the experimental groups. SPSS programs was utilized to verify and examine research hypothesis, and t-test on the significant differences between pre and posttest. The study results were as follows. First, The integrated visual art instruction based on universal design for learning intervention had significant effects on the improvement social ability middle school students with mental retardation. Second, The integrated visual art instruction based on universal design for learning intervention had significant effects on the increase in frequency of social interaction behaviors of middle school students with mental retardation. As a result of this study, it is concluded that the integrated visual art instruction based on universal design for learning intervention has positive effects on social interaction and social competences. Universal design for learning intervention guarantees the students with mental retardation opportunitien opplearn and participen opprough active support in incluive classroom.