영상자료 활용이 비장애아동의 장애아동 수용태도에 미치는 효과

서지정보

· 발행기관 : 한국통합교육학회
· 수록지 정보 : 통합교육연구 / 3권 / 1호
· 저자명 : 홍경민, 민천식

목차

І. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

초록

본 연구는 영상자료 활용이 비장애아동의 장애아동 수용태도에 미치는 효과를 알아보기 위한 실험연구로써, 대상은 특수학급이 설치되어 있지 않은 구미시 G초등학교의 3학년과 5학년 4개 일반학급 아동 120명이며, 2개반은 실험집단, 2개반은 통제집단으로 편성하여 진실험설계를 하였다. 본 연구는 영상자료 프로그램을 6주간에 걸쳐 매주 2회 총 12회기 동안 3학년과 5학년 실험집단의 각 교실에서 적용하였으며, 장애아동에 대한 비장애아동의 수용 태도 척도는 국립특수교육원(1997)의 통합교육의 효율적인 운영방안 연구에서 비장애아동의 장애아동에 대한 태도를 조사하기 위해 사용한 설문지 ‘나는 장애를 가진 친구와 이렇게 지내고 싶다’를 활용하였다. 자료처리는 영상자료 적용전과 후의 수용태도변화를 개인생활, 학교생활, 사회생활면에서 분석하기 위해 독립표본 t검증을 실시했으며, SPSS Version12.2 프로그램을 활용하여 통계 처리하였다.

영어초록

The present study conducted an experiment on the effects of the use of video materials on non‐disabled children attitude toward disabled children, with the object of providing field teachers with materials for their education to change non‐disabled children’s attitude toward disabled children. For this purpose, we selected 120 students from four 3rd‐grade and 5th‐grade classes at an elementary school without special classes in Gumi, and divided them into an experimental group(n=60) and a control group(n=60), adopting true experimental design. The present researcher designed disability‐related video programs by disability area, and applied them twice a week for six weeks, so a total of 12 sessions. From the results of this study were drawn conclusions as follows. First, watching disability‐related videos was effective in improving non‐disabled children’s attitude toward disabled children in their personal life. However, no significant difference was observed between 3rd‐graders and 5th‐graders and between boys and girls. Second, watching disability‐related videos was effective in improving non‐disabled children’s attitude toward disabled children in their school life. However, no significant difference was observed between 3rd‐graders and 5th‐graders and between boys and girls. Third, watching disability related videos was effective in improving non‐disabled children’s attitude toward disabled children in their social life. However, no significant difference was observed between 3rd‐graders and 5th‐graders and between boys and girls.

Key wards : Non-disabled Children’s Attitude, Personal life, School life, Social life

참고자료

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