통합학급의 학습장애 아동에 대한 사회성측정 특징 및 또래관계망 연구
A study on sociometry characteristic and peer group network of children with learning disabilities in inclusive class
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본 연구는 통합학급에 다니는 학습장애 아동의 사회성측정(sociometry) 특징과 또래관계망(peer group network)의 성질을 분석하여 이들의 학교적응을 돕는데 필요한 중재전략을 수립할 목적으로 연구되었다. 연구대상자는 부산, 경남, 울산, 경북의 16개 학급에 속한 16명의 남녀 학습장애 아동이었다. 연구대상 아동을 성별로 분리하여 한국에서 개발된 사회성측정과 사회인지도(social cognitive map) 분석법을 적용하여 자료를 처리한 결과, 성별에 관계 없이 학습장애 아동은 모두 사회적지위(social status)가 낮고 학급에서 배척된아동(rejected children)으로 나타났다. 또한, 학습장애 아동의 절반은 외톨이로 판명되었을 뿐만 아니라 친구집단이 있다고 하더라도 대화의 중심에 위치하지는 못할 것으로 전망되었다. 이런 결과는 기존의 서양 연구 결과와 유사하였으며 특히, 여자 학습장애 아동은 본 연구의 모든 측면에서 부정적으로 나타나 통합학급 생활이 매우 힘들 것으로 전망되어 특별한 관심과 중재전략이 요구되었다.
Abstract
The study analyzed sociometry characteristic and peer group networks of children with learning disabilities in inclusive class, and aimed to establish intervention strategy necessary to help them adapt to school. Study subjects consisted of 16 male and female children with learning disabilities in 16 classes in Busan, Gyeongnam, Ulsan, and Gyeongbuk. For data processing, the children were first divided according to gender, then sociometry analysis technique and Social Cognitive Map analysis developed in Korea were applied. As a result, it was found that all the children with learning disabilities were low in social status and reported experiencing rejection from others regardless of gender. Half of the children were found to be a isolated even though they have a group of friends, it was thought that they cannot lead communication. Such results were similar to existing literatures conducted in western culture. Specifically female children with learning disabilities showed negative results in every aspects of the study, implying that their school life in inclusive class is very challenging, and special interests and intervention strategies are further required.
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