통합교육 상황에서 지적장애아동의 자아개념 형성을 위한 심성계발 프로그램의 효과에 대한 질적 연구

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 11권 / 2호
ㆍ저자명 : 민천식, 오재석

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논 의
Ⅴ. 결 론
참 고 문 헌

한국어 초록

본 연구는 통합교육 상황에서 심성계발 프로그램이 지적장애아동의 자아개념에 미치는 효과를 밝히려는 질적 연구로써, 경주시 Y초등학교 2학년과 4학년에 재학 중인 지적장애아동 3명을 대상으로, 7주간 주 2회 총 13회기에 걸쳐 실험하였으며, 자료처리는 각 목표 행동에 대해 회기별로 관찰된 대상 아동의 행동변화를 회기별 질적 분석 내용 기록표로 제시하였고, 이를 각 아동별로 프로그램 적용 초기, 중기, 후기로 나누어 질적 분석한 결과, 다음과 같은 결론을 얻을 수 있었다. 첫째, 통합교육 상황에서 심성계발프로그램은 지적장애아동의 학업적 자아개념을 향상시키는데 효과적이다. 둘째, 통합교육 상황에서 심성계발프로그램은 지적장애아동의 사회적 자아개념을 향상시키는데 효과적이다. 셋째, 통합교육 상황에서 심성계발프로그램은 지적장애아동의 신체적 자아개념을 향상시키는데 효과적이다. 넷째, 통합교육 상황에서 심성계발프로그램은 지적장애아동의 정서적 자아개념을 향상시키는데 효과적이다.

영어 초록

The conclusion derived from the result of this study were as follows;
Firstly, the mind-developing program with peer in inclusion is efficient to improve the scholastic self-concept of children with Intellectual Disability. Those Intellectual Disability, who felt a sense of inferiority on their learning ability, seemed like to improve their scholastic self-concept by becoming interested in what they learned, gaining confidences in their ability, and becoming affirmative on their learning abilities.
Secondly, the mind-developing program with peer in inclusion is efficient to improve the social self-concept of children with Intellectual Disability. Those Intellectual Disability, who were not well integrated with their parents, teachers, and friends, seemed like to improve the social self-concept by getting on very well with other same-aged friends, satisfying with the relationships with their teachers, and thinking their parents love them.
Thirdly, the mind-developing program with peer in inclusion is efficient to improve the physical self-concept of children with Intellectual Disability. Those Intellectual Disability, who were not confident of their body, appearance, and kinesthesia, seemed like to improve the physical self-concept by becoming satisfied with their body and appearance and positively participating in a physical exercising class.
Lastly, the mind-developing program with peer in inclusion is efficient to improve the emotional self-concept of children with Intellectual Disability. Those Intellectual Disability, who used to be too cautious, behaved capriciously, and were lack of self-confidence, seemed like to improve the emotional self-concept by delighting in exposing themselves to public and enjoying their school life through the mind- developing program.

참고 자료

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