미성취 영재를 위한 교육적 중재에 관한 연구
Educational intervention strategies for gifted underachievers
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미성취 영재 혹은 학습부진 영재는 표준화된 지적 능력이나 성취도 검사 혹은 관찰 자료 등을 통하여 탁월한 수행을 보여 전문가에 의해 지적 영재로 판명된 학습자 중에서, 학업과 관련된 과제에 대한 실제 수행수준이 기대되는 수준에 미치지 못하는 학습자라고 정의할 수 있다. 미성취 영재는 표준화된 검사도구나 교사와 학부모의 관찰 등에 의해 판별된다. 영재의 미성취를 유발시키는 개인적 요인은 부정적인 학업적 자아개념, 학습동기 부족, 학습기술 혹은 학습전략 부족이며, 가정 요인은 부모의 부적절한 양육 형태, 가정에서의 부적절한 역할 모델, 지나친 부모의 기대나 압력이다. 또한 미성취와 관련된 학교 요인은 학급풍토, 부정적 기대, 또래들의 압력, 교육과정 등이다. 미성취 영재를 위한 중재 전략은 아동의 성공적인 성취에 방해가 되는 개인의 심리적 문제나 가정과 학교에서 직면하는 정서적 문제를 해결하여 아동의 자아개념을 향상시키고 학교에서의 수행을 개선하려는 상담을 통한 중재 전략과 교수-학습 상황에서 미성취의 원인이 되는 아동의 인지적 문제를 해결하고 교육과정이나 교육방법에 변화를 주어 정상적인 학업 수행을 유도하려고 하는 교수적 중재 전략이 있다. 지적 영재의 미성취를 치료할 목적으로 계획되는 프로그램을 안내해 줄 수 있는 원리에는 미성취의 원인을 파악하여 개별화된 중재 전략 수립, 아동의 재능 및 흥미 초점, 학습기술이나 학습전략과 관련된 결함 교정, 학습동기 유발 전략, 자아개념 증진 전략, 개개인에 대한 사회적, 정서적 지원 구조 구축, 교사와 학부모간의 긴밀한 협력 등이 있다.
Abstract
While it is true that underachievement among gifted students has become a popular topic for research, it is still a major concern of educators, researchers, and teachers. As with giftedness, there was no consensus in defining the gifted underachiever. But the underachieving giftedness is generally defined as a discrepancy between the potential of an individual and their performance level. Gifted students underachieve for many different reasons. For example, personal, school, and family factors might affect levels of underachievement. Recent research in this area calls for not only the recognition of special talents and abilities of these students but also for appropriate programming. Several studies highlighted the need for counseling and instructional intervention for gifted underachiever. The main objective of any intervention is to reduce the disturbing symptoms and to foster the child's capacity to be control of his own life in ways that will serve his best interests. But the factors identified as causal in the underachievement of gifted students are varied and numerous, the interventions designed to address these factors have met with limited success. That is to say, underachievement and its reversal are complex and unique to each child. No prescription or formula can be written that is appropriate for all gifted underachievers. The following guidelines for educational intervention strategies were drawn from the previous studies. 1. Individually designed to address the unique situation of the underachiever. 2. Focus on developing the strengths and interests of the child. 3. Teach and remedy study skills and learning strategies. 4. Specify the strategies for motivating the gifted underachievers. 5. Focus on improving the students' self-concept. 6. Construct the social and emotional support systems for the gifted underachievers. 7. Cooperate between teachers and parents
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