지적장애학생의 어휘력 및 읽기지도 단일대상연구의 동향 분석 (The Research Trends of Single Subject Design Studies on Vocabulary and Reading Instruction Methods for Students with Intellectual Disabilities)

서지정보

· 발행기관 : 한국특수교육학회
· 수록지 정보 : 특수교육학연구 / 48권 / 1호 / 103 ~ 123페이지
· 저자명 : 남영인, 정연수

초록

본 연구는 지적장애학생의 어휘력 및 읽기지도 단일대상연구의 동향을 분석하는 것으로 2000년부터 2012년까지 발간된 한국학술진흥재단 등재지 9개 전문 학술지 논문을 대상으로 분석하였다. 수집된 논문은 총 22편으로 일반적인 동향 분석을 위해서 5가지의 분석변인, 즉 연구대상, 연구대상 선정․특성파악도구, 연구설계, 실험기간, 측정도구 및 방법을 기준으로 분석하였다. 또한 중재에 대한 특성을 알아보기 위해 중재환경, 중재내용, 중재결과를 분석하였다. 각 분석기준에 따라 서술적 통계를 중심으로 분석하였으며 논문분석 결과, 초등학교 특수학급 경도수준의 학생들을 대상으로 한 연구가 많았으며 대부분이 2-3명으로 남녀의 비율은 큰 차이가 나지 않았다. 대부분의 논문이 웩슬러 아동용지능검사도구와 사회성숙도검사, 기초학습기능검사를 통해 대상선정과 특성을 파악하였으며 AB설계가 많았다. 또 중재환경은 특수학교와 특수학급이 많았으며 전통적 중재보다 기능적 중재의 비율이 높았다. 이러한 결과에 근거하여 향후 연구 방향을 논의하였다.

영어초록

This study was conducted to analyze the trends of theses studied on vocabulary and reading instruction ability of Intellectual Disabilities based on the papers published from 2000 to 2012 in nine of academic journals registered with the Korea Research Foundation. The total number of collected theses was twenty two and the trends of them were analyzed by the results of five kinds of analysis variables; research objects, selected research objects and characteristic analyzing tool, research design, test period, and measurement tool and method. Furthermore, in order to find out the characteristics of the intervention, it was analyzed by the sectors; intervention environment, intervention content and result state. According to each analysis criteria, it was analyzed with the descriptive statistic and it was found that most of researches were conducted based on special class students of mild in elementary school, and the number of people was around 2 to 3 and there was no big difference in the ratio of men to women. The Wechsler Intelligence Scale for Children (KEDI-WISC) was adapted for most papers to find out object selection and characteristic through social maturity test and basic learning skill test and the AB study design was the most highly adapted in the study design. The functional intervention, furthermore, was higher than the traditional intervention, and most of the studies were conducted in the special schools and special classes. The results and limitations of this study, directions for future research, and implications were discussed.

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