장애유아의 사회성 촉진을 위한 중재가 통합학급 유아들의 장애유아 수용도에 미치는 영향 = Effects of Multiple Peer - Mediated Intervention on Peer Acceptance of Children with Disabilities in the Inclusive Class

다국어 초록 (Multilingual Abstract)

This study examined the effects of multiple peers-mediated intervention in ongoing class activities on peer acceptance of children with disabilities in an inclusive preschool class. A 16 week intervention multiple-baseline design with 3 participants and 10 peer-mediators was implemented at an integrated community-based child center. Peer acceptance was ascertained through pre and post sociometrics. There were 88 participants, 44 peers were in an experimental group which had 3 children with disabilities The control group also had 44 subjects matched by chronological ages and class condition. Total scores of three children with disabilities were divided into the 44 peers participated at the pretest and the posttest of sociometrics in each group. The subtraction scores between the mean of pretest score and of posttest were calulated. And t-test was conducted to determine differences between the groups. The results indicate a significant peer acceptance difference between experimental and control groups. Physical integration in the control group did not influence peer acceptance at all. The systematic intervention employed in this study influenced not only promoting the social behaviors of children with disabilities but also improving peer acceptance toward children with disabilities in inclusive preschool class positively. Implications for improving peer acceptance are discussed.