특수학교의 미술교과 시간에 일반학생과의 협동학습이 자폐성 장애학생의 사회적 기술에 미치는 영향
The Effect of Cooperative Learning with Students without Disabilities on Social Skill of Students with Autistic Disorder in Art Subjects in a Special School
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본 연구는 일반학생과의 협동학습이 자폐성 장애학생의 사회적 기술에 미치는 효과를 알아보았다. 연구대상은 특수학교의 4학년인 자폐성 장애학생 4명과 일반학생 5,6학년으로 구성된 48명으로, 연구는 약 8개월 동안 이루어졌다. 연구 대상 학생의 사회적 기술의 변화 정도를 알아보기 위하여 Walker-McConnell 검사를 사전사후에 걸쳐 실시하였으며, 수업일지를 작성하고 담임교사의 면담을 실시하였다. 연구 결과는 연구대상자에 따라 다른 결과를 보였지만 일반학생과의 협동학습은 자폐성 장애학생의 사회적 기술 발달에 많은 영향을 미쳤다. 첫째, 자폐성 장애학생은 교사들이 선호하는 사회적 행동에서 매우 긍정적인 결과를 가져왔는데, 특히 자신의 감정을 통제하고, 상황에서 동료와의 협력하는 태도가 많이 향상되었다. 둘째, 또래가 선호하는 사회적 행동에도 변화가 있었는데, 일반학생과의 계속적인 관계를 유지하길 원했으며, 의사소통 시 상대방의 눈을 맞추는 행동과 언어표현 능력이 매우 향상되었다. 그리고 마지막으로 학교적응력도 향상되었는데 학습 과제의 참여도가 높아지고 독립심이 매우 향상되었다.
Abstract
The purpose of this study, through cooperative practices with students without disabilities in art subjects in a special school, was to investigate effects of cooperatives learning on social skill of students with Autistic Disorders. Subjects in this study were 4 students with autistic disorder who were four-grade students in a special school, and 48 students without disabilities who were fifth or sixth grade students in a general school. Over eight-months period, Data was gathered from periodic teacher's interviews and through observation records on classes. This study was also carried out on pre- and post-test by means of Walker-McConnell Test in order to identify the accomplishment of social skill for these subjects. The results of this study were as follows : First, the application of the strategy of cooperation learning was effective about social skill of students with autistic disorder in which their teacher intervene and urge the process. In details, they controlled their emotion by themselves and also improved beneficial interaction with their peers. Second, there was positive effects on social skill preferred by peers in which students with autistic disorder wanted to continue relationship with them and they stare at their partner to communicate positively. Finally, the results of this study indicated that students with autistic disorder had positive effects on social behaviors and school adjustments, showing higher participation in academic subjects and higher improvement of self-support.
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