발달장애유아를 위한 오르프 음악활동중심 교육프로그램의 개발 및 적용 효과 (The Development and Pilot Test of an Orff Music Activity-Based Program for Preschoolers with Developmental Disabilities)

서지정보

· 발행기관 : 한국유아교육학회
· 수록지 정보 : 유아교육연구 / 26권 / 6호 / 225 ~ 251페이지
· 저자명 : 임영옥, 조광순

초록

본 연구에서는 관련 프로그램 및 문헌 분석을 통해 1차로 발달장애유아의 사회적 통합 및 발달을 촉진시킬 수 있는 오르프 음악활동중심 프로그램을 개발하고, 이어 전문가 집단 검토와 면담 결과, 현장적용 적합성 검토를 토대로 최종 프로그램을 개발 하였다. 2단계에서는 단일대상연구의 중다기초선 설계를 이용하여 일반 또래와 가족이 참여한 활동 상황에서 3명의 발달장애유아를 대상으로 프로그램을 적용하여 프로그램의 효과를 시범적으로 검증하였다. 연구결과, 발달적 교육 목표와 오르프의 음악 개념 목표, 또한 유치원 교육과정의 주제 및 목표가 통합적으로 반영되어 있으면서 체계적인 평가체계, 오르프의 유아 음악활동 접근방법 및 기타 발달장애유아의 상호작용을 촉진시키는 교수전략이 포함된 본 연구의 프로그램은 발달장애유아의 상호작용 시작행동과 활동참여행동을 증가시키는데 효과가 있는 것으로 나타났다. 프로그램의 중재충실도와 사회적 타당도 또한 높았다.

영어초록

An Orff music activity-based program for preschoolers with developmental disabilities was constructed from data gleaned from a review of the literature, reviews by and interviews with 10 experts, and field test results in kindergarten programs during the first phase of this study. Integrated program goals and objectives, assessment systems, and activity themes were developed based on the conceptual framework of Orff music approaches, developmental theory, and the current best practices of early childhood education and early childhood special education. Various activity materials and naturalistic strategies for participation and interactions were included in the program.
An experimental case study with three preschoolers with developmental disabilities in an inclusive program was employed to pilot test the effects of the program during the second phase of the study. The children participated in the intervention program with their families and their typically developing peers. Systematic observations and a multiple-baseline design were used to test the effects of the program. The results of the case study showed that the Orff music-based intervention program developed in phase I was effective in increasing the social responsive behavior of the participating children with developmental disabilities. It was also found to be effective in increasing the children's engagement in activities. The changes in target behaviors during the intervention phase were found to be maintained during the follow-up phase and generalized to a non-targeted free play situation. Data on procedural reliability indicates that program implementation fidelity was high. Feedback from the therapist and teacher who implemented the program during phase II, regarding the social validity assessment, indicates that the program was feasible and effective.

참고자료

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