발달장애 아동을 위한 진단․평가 도구의 개발 및 웹기반 시스템 구축 (Development of an Assessment Instrument and a Web-Based System for Children with Developmental Disabilities)

서지정보

· 발행기관 : 한국특수교육학회
· 수록지 정보 : 특수교육학연구 / 40권 / 1호 / 113 ~ 151페이지
· 저자명 : 전병운, 조광순, 이준석, 강미라

초록

이 연구는 우리나라 0～71개월 영․유아들의 발달에 대한 전국 수준의 규준 제공 및 발달지체 또는 발달장애 아동의 판별과 개별화 교육 프로그램의 지원을 목적으로 개발한 진단․평가 도구의 표준화 연구와 1차 웹기반 시스템 구축 결과를 제시한 것이다. 이 연구에서는 먼저 문헌과 진단․평가도구의 분석, 1차 및 2차 예비검사를 통해 개발된 도구를 사용하여 전국적으로 2,050명의 영․유아를 표집하여 표준화 검사를 실시하였다. 표준화 검사결과, 본 연구에서 개발된 발달진단․평가 도구는 우리나라 영․유아들의 발달을 측정하고 발달지체 또는 발달장애 아동을 판별하는데 신뢰롭고 타당한 도구로 나타났다. 또한 본 연구를 통해 개발된 진단․평가 도구의 1차 웹기반 시스템은 전문가들이 유아특수교육 대상 유아를 판별하는데 효율적으로 사용될 수 있는 도구가 될 것이라는 점에서 연구의 의의가 있다. 본 연구에서는 후속연구에서 개발되어야 할 중재프로그램과 전문가시스템에 관해 제안하였다.

영어초록

Based on recognition of the importance of evaluation and assessment of young children with developmental disabilities, the purpose of this research was to develop a comprehensive assessment tool and a web-based system to identify these children and to help professionals with assessment and individualized education programs. A total of 2,050 infants and young children ages 0-71 months were sampled. The children were assessed using a test developed and standardized through a series of preliminary studies. This paper presents the results of the standardization and then presents the results of a computerized, web-based system developed based on the standardized assessment.
The results of test-retest reliability, split-half reliability, and standard error of measurement demonstrate strong stability. The results indicate that explorations of within-scale relationships and confirmatory factor analysis yielded evidence of content validity as well as construct validity of the assessment. The results also indicate that the communication measure of the assessment developed in this study were significantly correlated with the SELSI scores. The adaptive measure was significantly correlated with the adaptive measure of Social Maturity Scale. It was found that the cognitive measure was significantly correlated with the K-ABC scores. However, most subcategories of the cognitive measure were not significantly correlated with the K-ABC subcategory of achievement. The correlation between the cognitive measure and the K-WPPSI were relatively low, demonstrating no statical significance in some subcategories of cognition.
The results of this study suggest that the developmental assessment instrument developed in this study would contribute to the field of early childhood special education in Korea where there are limited numbers of comprehensive developmental assessment instruments to identify young children who need special education services. This instrument will be the first standardized norm-referenced developmental assessment for infants and young children. The research suggests that a criterion-referenced or curriculum-based assessment with sub-developmental and functional skills based on the measurement need to be developed in future study to link the assessment, intervention, and evaluation. The web-based assessment system developed in this study is designed to connect assessors to the assessment system via the internet. The system will help less skilled professionals administer tests and interpret scores to identify children who need special services. The system will be the basis for a future expert system which will link the assessment, intervention, and evaluation. The expert system will guide early childhood special education professionals to develop goals and intervention procedures for children. The system would provide information that is useful in identifying what and how to teach.

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