사회과 정착수업이 지적장애학생의 주의집중과 수업활동참여 및 과제수행에 미치는 영향

Abstract

The purpose of this study is an experimental study to identify the effects of anchored instruction in social studies on the attention, voluntary instruction participation and task performance of children with intellectual disabilities. For the purpose of the study, the following research problems were selected. First, what are the effects of anchored instruction in social studies on the attention of children with intellectual disabilities? Second, what are the effects of anchored instruction in social studies on the voluntary instruction participation of children with intellectual disabilities in class activities? Third, what are the effects of anchored instruction in social studies on the task performance of children with intellectual disabilities? The results of this study are as follows; First, the anchored instruction in social studies improved the attention of the children with intellectual disabilities. Second, the anchored instruction in social studies improved the voluntary instruction participation of the children with intellectual disabilities in class activities. Third, the anchored instruction in social studies improved the task performance of the children with intellectual disabilities. Therefore, anchored instruction is a teaching‐learning strategy that helps the learners to constitute knowledge by providing actual tasks and letting them solve those problems. As shown above, the anchored instruction in social studies is proved to be an effective teaching‐learning strategy by improving attention, voluntary instruction participation and task performance. Therefore, anchored instruction is an effective teaching‐learning strategy to improve attention, voluntary instruction participation and task performance of children with intellectual disabilities who have shorter attention time, have difficulties in understanding consecutive instructions because they are easily distracted and cannot apply the learned knowledge or skills in other places or environments than the place or environment where they acquired them.