참조적 의사소통훈련이 지적장애학생의 조망수용능력에 미치는 영향 (The Effects of Referential Communication Training on Perspective Taking Ability of Students with Intellectual Disabilities)

서지정보

· 발행기관 : 한국특수교육교과교육학회
· 수록지 정보 : 특수교육교과교육연구 / 4권 / 2호 / 37 ~ 58페이지
· 저자명 : 배숙진

초록

본 연구는 참조적 의사소통훈련이 지적장애학생의 조망수용능력에 미치는 영향을 알아보는데그 목적을 두고, 참조적 의사소통훈련이 지적장애학생의 의도조망수용능력에 미치는 영향이 무엇인가? 참조적 의사소통훈련이 지적장애학생의 사고조망수용능력에 미치는 영향이 무엇인가? 참조적 의사소통훈련이 지적장애학생의 감정조망수용능력에 미치는 영향이 무엇인가? 를 연구문제로 선정하였다. 이와 같은 연구 문제를 해결하기 위하여 K도 C군에 소재하는 초등학교와 중학교에 재학 중인 특수교육 대상 학생 중에서 주 장애가 지적장애인 학생 30명을 의도적으로 선정하여 실험집단과 통제집단에 각각 15명씩 배정하고, 실험집단에 주 3회씩 7주 동안 총 21회기의 참조적 의사소통훈련을 시행하고 실험집단과 통제집단에게 사전․사후검사로 조망수용능력검사를실시한 후 각 검사별 평균점수와 표준편차를 산출하고, 공변량 분석(ANCOVA)을 통해 효과 차이를 검증하였다. 본 연구의 결과, 참조적 의사소통훈련을 실시한 실험집단과 통제집단간에 의도조망검사 점수와 사고조망검사 점수의 향상도 차이가 나타남으로써 참조적 의사소통훈련은 지적장애학생들의 의도조망수용능력과 사고조망수용능력을 향상시킨 것으로 밝혀졌으나, 감정조망검사 점수의 향상도 차이는 나타나지 않음으로써 참조적 의사소통훈련은 지적장애학생들의 감정조망수용능력의 향상에 영향을 미치지 않은 것으로 밝혀졌다. 이러한 결과는 참조적 의사소통훈련이 지적장애학생의 의도조망수용능력과 사고조망수용능력 향상에는 효과적이나 감정조망수용능력 향상을 위해서는 다른 접근이 필요함을 의미한다.

영어초록

The purpose of this study is to analyze the effects of referential communication training on perspective-taking abilities of students with intellectual disabilities. In order to accomplish such purpose, the research questions were established as follows. First, what are the effects of referential communication training on intended perspective-taking abilities of students with intellectual disabilities? Second, what are the effects of referential communication training on thought perspective taking abilities of students with intellectual disabilities? Third, what are the effects of referential communication training on affective perspective taking ability of students with intellectual disabilities? For this study, referential communication program was constructed based on the precedented researches, being revised and supplemented with the expertise from special education. In addition, a perspective taking ability test from former studies was adopted as a measuring tool for this study. This study administered the perspective-taking ability measurement test as a pre and a post test to each group, consequently mean and standard deviation being calculated and the difference in the effect verified through analysis of covariance(ANCOVA). The results of this study are as follows. First, the experimental group, which was trained by the referential communication program, was proven to have better scores on their intended perspective-taking abilities than the control group. Second, the experimental group showed higher scores on their thought perspective-taking abilities than the control group. Third, opposed to the findings above, the experimental and control group did not show significant differences on the affective perspective-taking abilities, proving that referentail communication training do not influence affective perspective taking abilities of intellectually disabled students.
As above, with the referential communication program intellectually disabled students achieved better both on the intended and thought perspective-taking abilities, while it failed to improve their thought perspective-taking abilities. These findings suggest that other approaches rather than referential communication training are necessary to enhance affective perspective-taking abilities.

참고자료

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