지적 및 자폐성 장애학생 운동수행 평가도구(MPP)의 표준화
Standardization of Motor Performance Profile(MPP) by Students with Intellectual and Autistic Disorders
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초록
IEP는 유형과 정도가 다양한 장애인 체육교육의 핵심적 요소로 받아들이고 있다. 하지만 IEP 수립을 위해 가장 널리 사용되고 있는 TGMD와 CTAPE 등은 미국의 비장애인들을 대상으로 표준화되어 우리나라의 지적 및 자폐성 장애학생을 대상으로 적용하는 것에 한계가 있어 왔다. 따라서 우리나라의 지적 장애학생을 대상으로 개발되어진 MPP를 표준화하여 지적 및 자폐성 장애학생의 IEP 수립에 활용하도록 할 필요가 있다. MPP를 표준화하기 위한 이 연구에는 일반학교 및 특수학교에 재학 중인 지적 장애학생 332명, 자폐성 장애학생 115명이 참여하였다. MPP의 각 요인별 적합도는 지적 장애학생의 인지적 수행 능력(TLI=.928, CFI=.946,RMSEA=.068)과 신체적 수행 능력(TLI=.942, CFI=.964, RMSEA=.068) 모두에서 인정되었으며, 자폐성 장애학생의 인지적 수행 능력(TLI=.890, CFI=.909, RMSEA=.088)과 신체적 수행 능력(TLI=.939, CFI=.955, RMSEA=.079)에서도 인정되었다. 요인별 신뢰도는 지적 장애학생의 인지적 수행 능력(이동=.798, 탄도=.871, 받기=.820, 무게중심이동=.770, 지각=.772)과 신체적 수행 능력(탄도=.829, 받기=.726, 무게중심이동=.728) 모두에서 인정되었으며, 자폐성 장애학생의 인지적 수행 능력(이동=.752, 탄도=.850, 받기=.727, 무게중심이동=.746, 지각=.766)과 신체적 수행 능력(탄도=.821, 받기=.758, 무게중심이동=.702) 모두에서도 인정되었다. MPP는 Z 점수와 T 점수를 통해서 장애유형별로 표준화 되었다. 따라서 MPP는 IEP 수립에 대한 타당한 근거로 활용될 것으로 기대된다.
Abstract
IEP (Individualization Education Plan) is being accepted as a key element of physical education for disabled people with diverse types and extents. However, TGMD and CTAPE most widely used for establishment of IEP was standardized for non-disabled people in US and has had limitations in application for students with intellectual and autistic disorders in our country. Therefore, there is a need to standardize MPP developed for students with intellectual and autistic disorders in our country and have it utilized in establishment of IEP for students with intellectual and autistic disorders. In the present study to standardize MPP, 332 students with intellectual disorders, and 115 students with autistic disorders attending general and special schools took part. Goodness of fit as per factor for MPP was acknowledged in both cognitive performance ability (TLI=.928, CFI=.946, RMSEA=.068) and physical performance ability(TLI=.942, CFI=.964, RMSEA=.068) for students with intellectual disorders, and also in cognitive performance ability (TLI=.890, CFI=.909, RMSEA=.088) and physical performance ability (TLI=.939, CFI=.955, RMSEA=.079) for students with autistic disorders. Reliability as per factor was acknowledged in both cognitive performance ability(Movement=.798, Trajectory=.871, Receiving=.820, Center of gravity movement=.770, Perception=.772) and physical performance ability(Trajectory=.829, Receiving=.726, Center of gravity movement=.728) for students with intellectual disorders, and also in both cognitive performance ability(Movement=.752, Trajectory=.850, Receiving=.727, Center of gravity movement=.746, Perception=.766) and physical performance ability(Trajectory=.821, Receiving=.758, Center of gravity movement=.702) for students with autistic disorders. MPP는 was standardized acording to disorder types through Z score and T score. Therefore, MPP is expected to be utilized as a valid base for establishment of IEP.
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