시각장애학생 자기옹호 기술의 평정척도 개발과 특성
The Development of Rating Scales and the Characteristics for Self-advocacy Skills of the Students with Visual Impairments and Blindness
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구의 목적은 시각장애학생 자기옹호 기술의 평정척도를 개발하고 배경정보에 따른 특성을 분석하는 것이다. 연구대상자는 시각장애학교에 재학중인 183명의 단순시각장애학생이었다. 연구도구는 30개 문항으로 구성된 설문지로 교사가 6점척도로 평정하였다. 자료는 학교급별로 Winsteps 프로그램 3.91.0으로 라쉬분석을 하여 평정척과 난이도를 조정하였으며, SPSS로 배경변인에 따른 차이를 분석하였다. 문항의 신뢰도는 Cronbach α가 .87~.97로 높았다. 6점 평정척을 4점으로 조정하는 것이 척도의 특성을 더 잘 나타냄을 알 수 있었다. 학교급별로 난이도에 따라 문항을 새로이 배열하였다. 즉 본 연구의 자기옹호 기술의 평정척도가 학교급별 문항의 신뢰도가 높고, 난이도별로 구성되었다는 데 의의가 있음을 말해준다. 학교급별 시각장애학생의 배경정보에 따른 자기옹호 기술 수준은 고등학교의 시력 정도의 차이 외에는 유의미한 차이가 나타나지 않았다. 이러한 결과는 자기옹호 기술을 교육할 때, 시각장애학생의 배경변인에 따라 차이를 두지 않아도 되며, 개인의 기술 향상에 초점을 맞출 것을 시사한다.
Abstract
The study aims to develop rating scales of self-advocacy skills for students with visual impairments and blindness, and to analyze self-advocacy skills characteristics according to their backgrounds. The subjects for the study is 183 students with visual impairments and blindness without other disabilities. The study tool is a survey which consists of 30 items. Teachers rated the survey questionnaire with a 6-point Likert scale. The collected data was analyzed by Winsteps 3.91.0 to conduct Rasch analysis for each school grade, which allowed the rating scales and a level of difficulty to be adjusted. The differences among school grades were analyzed with SPSS 22.0. The item reliability is high with Cronbach’s alpha of .87 to .97. The analysis indicates that a 4-point scale, rather than a 6-point scale, better represents the characteristic of the rating scales. The test items were re-arranged according to level of difficulty for each school grade. The differences among students in different school grades were analyzed according to their backgrounds. There was no statistically significant difference among different school grades in terms of their levels of self-advocacy skill. There was a difference only according to vision in high school students. The study results indicate that the rating scales of self-advocacy have a high item reliability for each school grade and the scales are well organized by level of difficulty. This means that self-advocacy skill education should focus on individual’s skill rather than focusing on students’ backgrounds.
참고문헌 (37)
- 이경림, "시각장애학생의 사회적 기술 사정을 위한 교사용 평정척도 개발", 특수교육학연구, 40(2), pp.177~205 (2005), 한국특수교육학회
- 이경림, "시각장애 초등학생을 위한 일상생활 기술 평정척도의 라쉬 모형 적용 개발", 시각장애연구, 32(4), pp.1~26 (2016), 한국시각장애교육&재활학회
- 이경림, "시각장애학생의 일상생활 기술 특성 분석", 시각장애연구, 33(1), pp.31~53 (2017), 한국시각장애교육&재활학회
- 김기룡, "발달장애학생의 자기옹호 측정 문항 개발 및 타당성 검증", 박사, 특수교육학전공, pp.2014
- 지은림, "Rasch모형의 이론과 실제" (2000), 교육과학사
- 진흥신, "시각장애아동의 놀이다움(Playfulness) 특성 연구-놀이다움 평정척도 적용을 중심으로-", 놀이치료연구, 10(2), pp.125~140 (2006), 한국아동심리재활학회
- Allman, C. b., "ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments", AFB Press
- Argan, M, "Promoting the self-determination of students with visual impairments : Reducing the ap between knowledge and practice", Journal of Visual Impairment & Blindness, 101(8), pp.453~463 (2007)
- Bond, T. G., "Applying the Rasch Model: Fundamental Measurement in the Human Sciences" (2007), Lawrence Erlbaum Associates, Inc
- Brinckerhoff, L. C., "Developing effective self-advocacy skills in college-bound students with learning disabilities", Intervention in School and Clinic, 29, pp.229~237 (1994)
- The Growing Voice: A Survey of Self-advocacy Group in Adult Training Centres and Hospitals in Great Britain, "Crawley, B.", Values and into Action, ~ (1988)
- English, K. M., "Self-advocacy for Students Who Are Deaf or Hard of Hearing" (1997), PRO-ED
- Erin, J. N., "A look back: 100 years of education", Journal of Visual Impairment & Blindness, 100(6), pp.325~330 (2006)
- Field, S., "Self-determination instructional strategies for youth with learning disabilities", Journal of Learning Disabilities, 29, pp.40~62 (1996)
- Speak up for yourself and your future: A curriculum for building self-advocacy and self-determination skills, "Furney, K. S.", University of Vermont, ~ (1993)
- Goodley, D., "Self-advocacy in the Lives of People with Learning Disabilities" (2000), Open University Press
- Hartman, R. C., "New Directions for Student Services. Responding to Disability Issues in Student Affairs Vol. 64", pp.37~ (1993), Jossey-Bass
- Hatlen, P. H, "The core curriculum for blind and visually impaired students, including those with additional disabilities", RE:view, 28(1), pp.25~32 (1996)
- Hatlen, P. H., "Impact of literacy on the expanded core curriculum", Paper presented at the Getting in Touch with Literacy Conference (2003)
- 김영일, "The Development of an Instrument for Assessing the Adaptive Skills of Elementary Students with Visual Impairments", 시각장애연구, 25(4), pp.35~58 (2009), 한국시각장애교육&재활학회
- Koenig, A. J., "Foundations of education Vol Ⅱ:Instructional strategies for teaching children and youths with visual impairments" (2000), AFB Press
- Krebs, C. S., "Self-advocacy skills : A portfolio approach", RE : view, 33(4), pp.160~163 (2002)
- Lewin, S., "A comparison of the independent living skills of primary students with visual impairments and their sighted peers : A pilot study", Journal of Visual Impairment & Blindness, 96(3), pp.335~344 (2002)
- Lohmeier, K. L., "Implementing the expanded core curriculum in specialized schools for the blind", RE : view, 37(3), pp.126~133 (2006)
- Loumiet, R., "Independent living: A curriculum with adaptations for students with visual impairments, Vol. 2: Self-care and Maintenance of Personal Environment" (1993), Texas School for the Blind and Visually Impaired
- Merchant, D., "A review of the literature on self-advocacy components in transition programs for students with learning disabilities", Journal of Vocational Rehabilitation, 8, pp.223~231 (1997)
- O'Connor, K., "Advocacy : Begin with the end in mind", Journal of Visual Impairment & Blindness, 89(5), pp.388~399 (1995)
- Robinson, B. L., "Effects of visual impairment, gender, and age on self-determination", Journal of Visual Impairment & Blindness, 98(7), pp.351~366 (2004)
- Sacks, S. Z., "Foundations of low vision: Clinical and functional perspectives", pp.26~42 (1996), AFB Press
- Tuttle, K., "Foundations of education: Vol. I History and theory of teaching children and youths with visual impairments", pp.151~172 (2000), AFB Press
- VanReusen, A. K., "The self-advocacy strategy for education and transition planning" (1994), Edge
- Warren, D. H., "Blindness and children : An individual differences approach" (1994), University of Cambridge
- Wehmeyer, M., "Self-determination : Critical skills for outcomeoriented transition services : Steps in transition that lead to self-determination", The Journal for Vacational Special Needs Education, 15, pp.3~7 (1992)
- William, P., "We can speak for ourselves: Self-advocacy by mentally handicapped people" (1982), Indiana University Press
- Wolffe, K. E., "ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments", pp.470~509 (2014), AFB Press
- Wolffe, K. E., "The lifestyles of blind, low vision, and sighted youths : A quantitative comparison", Journal of Visual Impairment & Blindness, 91, pp.245~257 (1997)