시각장애학생과 통합체육수업을 통한 정안학생의 사회적 인식 연구

서지정보

· 발행기관 : 한국시각장애교육재활학회
· 수록지 정보 : 시각장애연구 / 23권 / 2호
· 저자명 : 김현진, 이해균

목차

I. 서론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의
Ⅴ. 결론 및 제언
참 고 문 헌

초록

이 연구는 시각장애학생과 통합체육수업을 통한 정안학생의 사회적 인식을 조사하는데 목적이 있다. 대상은 시각장애학생 6명과 정안학생 집단 100명의 구성으로 즉, 실험집단 34명, 통제집단Ⅰ34명, 통제집단Ⅱ32명으로 구성되었다. 연구방법으로는 통합체육수업을 통한 집단 간 사전-사후 검사를 공분산 분석과 Duncan의 사후 비교분석을 통해 얻은 결과를 요약하면 다음과 같다.
첫째, 정안학생의 사회적 인식에 있어서 통합체육수업에 참여한 실험집단이 통제집단Ⅰ,Ⅱ 보다 유의하게 향상되었다. 이 결과는 장애학생과의 직접적인 상호작용과 협력활동의 유무에 의한 것으로 본다. 둘째, 정안학생의 각 요인별 사회적 인식에 있어서 실험집단과 통제집단 간 그 효과가 요인에 따라 다르다. 즉 시각장애학생에 대한 일반적 인식 및 태도, 시각장애학생과의 상호작용에 대한 인식 및 태도, 통합체육수업에 대한 인식 및 태도에 있어서 실험집단이 통제집단에 비해 의미 있게 향상된 반면, 긍정적 자아개념, 대인관계에 대한 태도, 존엄성에 대한 인식 및 태도에 있어서는 의미 있는 차이는 없다.

영어초록

The purpose of this study is to understand social cognition of sighted students toward inclusive physical education with visually impaired students as well as social cognition of sighted students according to the level of disability of visually impaired students.
This study classified the study participants into three groups the experiment group that had inclusive physical education, the control group I that had an orientation, and the control group II that had regular physical education. The experiment group had three low vision students and three blind students. Inclusive physical education was conducted for nine sessions of 45 minutes each and orientation was conducted for eight sessions of 20 minutes each. This study used pre-examination, experiment treatment, and post-examination. The questionnaire consists of six areas of 49 questions. Having pre-examination as covariant, this study conducted ANCOVA and Duncan to understand the differences between three groups.
The following is the result of above analyses.
First, in social cognition of the sighted students, the experiment group that participated in inclusive physical education showed statistically significant improvement compared to the control group. The result indicates that improvement in social cognition was due to direct interaction and cooperative activities with the visually impaired students.
Second, in social cognition of the sighted students on each factor, the two groups showed different results for each factor. That is, there were significant differences between the experiment group and control group in general cognition and attitude toward visually impaired students, recognition and attitude toward interaction with visually impaired students, and cognition and attitude toward inclusive physical education. However, there was no significant difference in positive self-concept, attitude toward interrelationship, or cognition and attitude toward respect.
The study result shows that short-term inclusive physical education gives positive changes in recognition on visually impaired students and inclusive physical education. However, long-term education is needed to change general attitude and morality.

참고자료

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