시각장애 유아 통합교육에 관한 사례연구
Case Study of Integrated Education Program for Visually Impaired Children-The Curriculum of Integrated Education Program-
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본 연구의 목적은 일반 어린이집에서 통합교육을 받는 3 명의 시각장애 유아들에게 수정된 일반 유아 교육과정과 함께 보상기술 학습을 시행하여 시각장애 유아 통합교육의 가능성을 입증하려는 것이었다. 또한 시각장애 유아 교육과정을 CD앨범으로 제작하여 앞으로 시각장애 유아 통합교육을 시행하려는 유아특수교사 및 교육전문가들에게 시각장애 유아를 위한 질적인 통합교육을 수행하는데 도움을 주고자 했다. 통합교사는 시각장애 유아들의 개별적, 교육적 요구를 충족시키기 위한 보상교육으로 일상생활기술, 보행교육, 의사소통기술 학습을 지도하여 다음과 같은 결론을 얻었다. 첫째, 정안 유아들이 시각장애 유아들과의 통합교육을 받아들일 수 있었다. 정안 유아들은 시각장애를 고유한 특성으로 받아들여 시각장애 유아들을 도와주고 함께하는 활동에 불편을 느끼지 않을 뿐만 아니라 학부모, 교사들도 장애의 특성을 이해하고 긍정적으로 수용하였다. 둘째, 시각장애 유아는 통합교육 교육과정을 수행할 수 있었다. 통합교사는 시각장애 유아의 독특한 요구를 고려한 보상교육 운영으로 학습 참여도를 높였으며, 일반 유아 교사와 통합교사의 긴밀한 상호협력체제가 구축되어 효율적인 통합교육을 이룰 수 있었다. 셋째, 시각장애 유아들은 통합교사의 자연스러운 사회심리상담을 통해 정상적인 유아발달 단계로 들어설 수 있었다. 통합교사는 사회심리상담으로 유아들의 상동행동, 고집, 과잉행동들을 자제시키고, 창의적이고 다양한 활동 체험의 동기를 부여하였다. 이 연구에서 통합교육을 통해서 정안 유아들과 그 부모들은 시각장애의 수용 및 이해를 할 수 있으며, 시각장애 유아는 언어, 인지, 신체, 사회성, 적응행동 등 전반적인 발달의 촉진을 이룰 수 있다는 것이 나타났다. 또한 효과적인 통합교육을 위해서는 시각장애 유아의 개별적 요구에 맞춘 보상교육과 심리 상담이 필요하다고 본다.
Abstract
The purpose of this research is to demonstrate the potential for integrating the education program for three visually impaired children by combining the curriculum for sighted children with a program of compensatory skills for loss of vision. Another output of this research is a CD containing an integrated education program for visually impaired children to assist special education teachers and education specialists who are seeking to provide high quality integrated education program for visually impaired children. Integrated education teachers looking to meet the unique, disability-specific needs of visually impaired children by teaching a compensatory program focusing on daily living skills, orientation and mobility skills, and communicative skills, identified following conclusions. First, sighted children were able to accept the integrated education with visually impaired children. Sighted children accepted visually impaired children's unique characteristic and assisted them. Not only did the sighted children not feel any discomfort, the parents and teachers also understood and positively accepted the disability-specific needs. Second, visually impaired children were able to carry out the integrated education program. Integrated education teachers were able to increase the participation of visually impaired children through the compensatory program and were able to build an effective integrated education program through close cooperation with teachers for sighted children. Third, visually impaired children entered normal infant development path through integrated education teacher's natural socio-psychological consultation. Through socio- psychological consultation the integration education teacher was able to reduce stereotypic behaviors, stubborn, excessive behaviors and was able to motivate through creative and dynamic activity experiences. This research demonstrated that through an integrated education program sighted children and their parents understood and accepted visual impairment and the overall development of skills such as communication, cognitive, motor, social, adaptive behaviors of visually impaired children was accelerated. Also, for effective integrated education program, compensatory program and socio-psychological consultation customized to the individual needs of visually impaired children is required.
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