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특별한 교육적 지원요구 학생의 자기결정력 강화를 위한 선호행동 요구사정과 선택결정 기술지도 전략탐색

Strategy for Assessing Preferences and Teaching Choice-Making to Enhance Self-Determination Abilities of Students with Special Educational Needs

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참고문헌

키워드

주제분류기타사회과학

초록

이 연구는 자기결정의 하위 영역중 하나인 장애학생의 자율성 증대를 위한 선호행동 및 선택결정기술 지도에 대한 전략들을 탐색한 것으로 구체적인 목적은 첫째 특별한 교육적 지원 요구학생들의 선호와 선택결정 사정 방략을 제시하고 둘째, 이들 학생들의 선택결정기술을 지도하기 위한 경험적인 방략들을 탐색하였다. 장애인의 선호행동과 선택결정사정은 먼저 학생의 반응사정, 시간경과에 따른 학생의 반응관찰, 선택기회의 제공 순으로 이루어져야 한다. 그리고 선택결정 지도 방략은 여가시간선택, 쇼핑할 물건선택, 식사시간, 삶의 유형, 고용선택 등 다양하게 지속적이고 경험적인 선택결정 활동이 제공되어야 할 필요가 있다. 그리고 선택결정의 교실수업적용이 중요한 만큼 반드시 학교생활을 통해 선택ㆍ결정 기회의 통합이 강조되어야 한다.

Abstract

The study focused upon strategies for assessing preferences and teaching choice making in order to enhance autonomous functioning of students with special educational needs which are component element of self-determination. The specific aims of this study were as follows; First, is to revel strategies for assessing preference and choice making. Second, in to find out empirical strategies for teaching choice making. The findings showed that at first, preferences and choice making should be adapt to students with special education needs with assessing students'responses, next, observing students'response over time, finally, providing opportunities to choose in order as well as strategies for teaching choice-making should be provide differently and pervasively for students with educational needs in order to afford empirical choice-making activities with making leisure-time choices, shopping choices, mealtime choices, lifestyle choices, and employment choice and so on. and the findings stressed that school provide students with educational needs with integrating choice-making opportunities throughout the school day. They are as follows; ① incorporating student choice as an early step in the instructional process, ② increasing the number of decisions related to a given activity which the students makes, ③ increasing the number of domains in which decisions are made, ④ raising the significance in terms of risk and long-term consequences of the choices which the student makes, ⑤ clear communication with the students concerning areas of possible choice, and the limits within which choices can be made.

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