초등학교 통합학급에서 정착수업이 특수교육요구아동의 적응행동에 미치는 효과
Effects of Anchored Instruction on the Adaptive Behaviors of Children with Special Educational Needs in an Elementary Inclusive Classroom
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본 연구의 목적은 초등학교 통합학급에서 정착수업이 특수교육요구아동의 적응행동에 미치는 효과를 검증하는 것이었다. 적응행동은 수업적응행동과 대인관계적응행동으로 구분하여 그 효과를 검증하였다. 연구 대상은 초등학교 4학년 특수교육요구아동 3명(정서행동장애아동 2명과 지적장애아동 1명)이었다. 연구 설계는 단일대상연구 중 ABA 반전설계를 사용하였다. 정착수업 중재는 4학년 통합학급에서 16차시 동안 진행되었다. 정착수업은 학습 준비, 앵커 시청, 문제 확인, 문제 해결, 발표 및 토론의 5단계에 의해 이루어졌다. 연구 결과, 정착수업은 4학년 통합학급 특수교육요구아동의 수업적응행동 및 대인관계적응행동 향상에 효과적이었다.
Abstract
The purpose of this study was to investigate the effects of anchored instruction on the adaptive behaviors of children with special educational needs in an elementary classroom. The adaptive behaviors included instructional adaptive behaviors and interpersonal adaptive behaviors. The participants of the study included two forth-grade students with emotional and behavioral disorders and one forth-grade intellectual disabilities. This study employed an ABA withdrawal design adapted from the single subject research. The anchored instruction intervention was implemented in sixteen class periods over five weeks in a forth-grade inclusive classroom in five phases: (a) preparing for learning, (b) watching the anchor, (c) identifying the problem, (d) solving the problem, and (e) presenting and discussing. Result indicated that anchored instruction was effective for enhancing the instructional and interpersonal adaptive behaviors of children with special educational needs.
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