경도 지적장애 아동의 자기표현 증진 및 교우관계 개선을 위한 문학치료 프로그램 설계 연구

Abstract

Recognizing the challenges faced by children with mild intellectual disabilities in integrated education within general elementary schools, this study adopts the perspective that enhancing their self-expression abilities is essential to address this issue. Our study is based on the finding that the long-term memory of children with mild intellectual disabilities is not significantly different from that of ordinary children. We explored ways to cultivate self-expression ability by promoting the long-term memory of children with mild intellectual disabilities through narratives. Accordingly, the study designed an educational program using the “memory technology type” of literary therapy. In literature therapy, self-narratives become as abundant as the number of individuals remembering them. Further, the ways of establishing relationships shown in the narratives can be remembered and implemented. Literature therapy’s “memory description type” was designed to confirm whether the narrative is remembered. However, in this study, the program was designed by applying it to allow individuals to understand and speak more deeply through open questions so that many works can be remembered. Ultimately, self-pyo can be promoted by stating that self-pyo can be improved. Picture books emphasizing self-expression were selected and analyzed based on friendships to design this program. Children with mild intellectual disabilities have challenges reading large amounts of text but can easily understand the narrative through pictures. Therefore, picture books were used. Furthermore, three factors were considered when selecting work based on the problems that may appear in children with mild intellectual disabilities. The importance of acknowledging the differences between myself and others, reaching out to my second friend first, and understanding reconciliation and harmony that may occur in a third-friend relationship, that is, relationship acceptance. What was considered when selecting a work was based on a work that logically resolved conflicts with each other rather than a work in which the problem created in a relationship was rapidly resolved. Through this program, it is possible to find a way to understand the work's narrative and to apply it to oneself through the process of saying and expressing what they remember to drive the change in their narrative. It is necessary to conduct follow-up studies that implement this program to enable changes in the self-help of children with mild intellectual disabilities.