주의력-결핍 및 과잉행동장애 영재아동의 이해와 중재
Understanding of Gifted Children with ADHD and Intervention
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최근의 영재교육에 대한 국가적 관심의 증가는 상당히 고무적이지만, 영재들 중에 특별한 교육적 배려를 요구하는 장애영재들에 대한 관심은 대단히 낮다. 장애영재란 이중적 특수성(dual exceptionality)을 지닌 이들로서, 학습장애, 정서 장애, 청각장애 등과 같은 일반 특수교육의 대상이 되는 속성과, 높은 지능, 창의성, 과제집착력 등 영재교육의 대상이 되는 속성을 동시에 지니고 있을 때를 이른다. 본 연구는 장애영재 중 ADHD와 영재성을 동시에 지니고 있는 ADHD영재들에 대한 특성과 판별과정 및 중재안을 소개하였다. ADHD영재아동들은 비동시성과 과잉흥분성에 의해 잠재력이 최대한 발휘하지 못하는 경향이 있으므로, 이들을 위한 교육은 장점에 근거한 중재가 되어야 한다. 또한 전통적인 표준화검사에만 의존하지 말고, 다차원적 평가절차를 통한 ADHD영재의 판별이 이루어져야 하며, 나아가 ADHD영재아동들의 사회정서적 발달을 위해 부모교육과 교사교육의 필요성이 제기된다.
Abstract
The ADHD gifted children have dual-exceptionalities of giftedness and ADHD, which might lead them very confused psychological state. Educational interventions for the ADHD children should put emphasis on the developing potentials and talents rather than focusing on remedial instructions. Early identification is necessary and multi-modal identification procedures are recommended. The importance of familial and social support for the ADHD children's social, emotional, and psychological conflicts should be recognized. Furthermore, the ADHD gifted's affective domains are another points to which we should pay attention to help them deal with difficulty achieving academic performance and controlling their emotional over-excitability. Finally, some suggestions for better educational environment for the ADHD were addressed.
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