통합교육 상황에서 또래놀이가 정신지체아동과 일반아동의 친구관계에 미치는 효과 (Effects peer-directed play on disabled child and general child friend relation in integration education.)

서지정보

· 발행기관 : 충남대학교 인문과학연구소
· 수록지 정보 : 인문학연구 / 35권 / 3호 / 279 ~ 304페이지
· 저자명 : 이성일

초록

Most children naturally learn and participate in playing with their peers. However, the disabled children allocated in a class for those who are physically or mentally disabled tend to have insufficient understanding of playing, and therefore, do not participate in peer play actively. In this regard, it is meaningful for a teacher to teach disabled children peer play, as it plays an important role in establishing friendships among children in an integrated class.
For this study, I selected three disabled children attending an elementary school. I employed a reversal project method in order to confirm the effect of mediation on the children, and the experiment was carried out 10 times with basic measures, 23 times with mediation measures and 10 times with maintenance measures altogether.
With the questionnaire, I surveyed their friendships before and after the experiment. I studied any changes in their interaction with their friends, using the video recording, which was carried out during the lunch time for 10 minutes. Following this, I recorded my observation of their forms of behavior, by using the in-between-movement record method.
The results of this study are the following. All these three children improved their relationship with general children after they learned peer play. Regarding the changes in their problematic behavior and the forms of behavior to aspire to, it appeared to me that peer play had a positive impact on the increase in such object behavior. However, the results regarding a decrease in their problematic behavior varied among the three children. It seems that the difference was derived from each child level of ability to perform playing, the characters of the selected forms of peer play and the extent to which a teacher facilitated their learning.

영어초록

Most children naturally learn and participate in playing with their peers. However, the disabled children allocated in a class for those who are physically or mentally disabled tend to have insufficient understanding of playing, and therefore, do not participate in peer play actively. In this regard, it is meaningful for a teacher to teach disabled children peer play, as it plays an important role in establishing friendships among children in an integrated class.
For this study, I selected three disabled children attending an elementary school. I employed a reversal project method in order to confirm the effect of mediation on the children, and the experiment was carried out 10 times with basic measures, 23 times with mediation measures and 10 times with maintenance measures altogether.
With the questionnaire, I surveyed their friendships before and after the experiment. I studied any changes in their interaction with their friends, using the video recording, which was carried out during the lunch time for 10 minutes. Following this, I recorded my observation of their forms of behavior, by using the in-between-movement record method.
The results of this study are the following. All these three children improved their relationship with general children after they learned peer play. Regarding the changes in their problematic behavior and the forms of behavior to aspire to, it appeared to me that peer play had a positive impact on the increase in such object behavior. However, the results regarding a decrease in their problematic behavior varied among the three children. It seems that the difference was derived from each child level of ability to perform playing, the characters of the selected forms of peer play and the extent to which a teacher facilitated their learning.

참고자료

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