발달장애 청소년의 여가활동에 대한 학부모 인식 (Awareness of Parents on Leisure of Students with Developmental Disabilities)

서지정보

· 발행기관 : 한국특수교육학회
· 수록지 정보 : 특수교육학연구 / 51권 / 2호 / 161 ~ 186페이지
· 저자명 : 양소현, 이미숙

초록

본 연구는 발달장애 청소년의 여가활동에 대한 학부모의 인식을 살펴보고자 중․고등학교 특수학교와 특수학급의 발달장애학생 학부모 106명을 대상으로 조사연구를 실시하였다. 연구 결과, 발달장애청소년은 ‘취미․교양’의 경우 TV보기, ‘오락․사교’의 경우 스마트폰 조작, ‘감상․관람’의 경우 영화관, ‘건강․스포츠’에서는 조깅․산책을 주된 여가활동으로 하고 있는 것으로 나타났으며, 대부분 가정에서가족과 함께 여가활동에 참여하고 있었다. 또한 학부모는 발달장애 청소년의 여가 시간을 놀거나 즐기는시간으로 인식하고 있었으며, 자녀가 참여하길 기대하는 여가활동으로 ‘취미․교양’의 경우 음식 만들기, ‘오락․사교’의 경우 친구와 대화하기, ‘감상․관람’의 경우 영화관, ‘건강․스포츠’에서는 조깅․산책을언급하였다. 발달장애 청소년의 여가활동을 방해하는 요인으로는 독립적인 이동 불가능, 여가활동을 함께할 사람의 부재를 들었으며, 자녀의 여가활동을 개선할 방안으로는 학교 차원의 다양한 여가프로그램확충과 지역사회 차원의 분위기 개선이 필요하다고 하였다.

영어초록

This study examined the awareness of parents on leisure of adolescent students with developmental disabilities. Total 106 parents who have children with developmental disabilities in secondary schools participated in the research. The results of the study were as follows. First of all, the most frequent leisure activities of their children were ‘watching TV’ in hobby․refinement area. There were ‘using smartphone’ in recreation․socializing area, ‘going to the movie theater’ in appreciation․seeing area, and ‘jogging and taking a walk’ in health․sports area. Most of students with developmental disabilities enjoyed their leisure activities with their family members in their houses. Whereas, they wanted their children to participate were ‘preparing food’ in hobby․ refinement area, ‘conversation with friends’ in recreation․socializing area, ‘going to the movie theater’ in appreciation․seeing area, and ‘jogging and taking a walk’. Parents thought that the general meaning of leisure is that the time of playing or having fun. In addition, the biggest personal challenge that disturb leisure of their children was ‘the impossibility of independent traveling of their children’ and the biggest environmental challenge was ‘absence of persons who can support their children’s leisure activities’. The developments for the leisure of their children with disabilities were addressed as ‘expanding the leisure program for students with disabilities in schools’, ‘improving the atmosphere of sharing with students with disabilities in local communities’. In Addition, a lot of parents didn’t know about the presence of curriculum on leisure in special education curriculum, however they felt the necessity of curriculum on leisure to make them to live meaningful postsecondary lives. Finally, with these results, school-wide leisure programs should be provided and the atmosphere for students with developmental disabilities is needed to be fostered.

참고자료

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