예술통합 움직임프로그램에 참여한 지적장애 아동의 자기표현이 자기 효능감에 미치는 영향
The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program
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PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacy METHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy. RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. p<.01) and voice self-expression (t=2.766, p<.01). contents self-expression (t=3.940, p<.001) affected self-regulating efficacy. and contents self-expression (t=4.057, p<.001) had a positive effect on the preference to task CONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.
Abstract
PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacy METHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy. RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. p<.01) and voice self-expression (t=2.766, p<.01). contents self-expression (t=3.940, p<.001) affected self-regulating efficacy. and contents self-expression (t=4.057, p<.001) had a positive effect on the preference to task CONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.
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