장애 유아의 사회적 통합 촉진을 위한 사회적 상호작용 증진 활동이 일반 유아들의 사회적 행동에 미치는 영향 = The Effects of Social Integration Activities for Young Children with Disabilities on the Social Behavior of Children without Disabilities

국문 초록 (Abstract)

장애 유아 통합교육은 그 철학적 가치의 측면에서나 교육의 실행적 측면에서 모두 그 중요성과 성과가 인정되고 있다. 그러나 장애 유아를 위한 통합교육 프로그램의 실행이 이들과 함께 배치된 일반 유아들의 행동에 어떠한 영향을 미치는가에 대한 연구는 부족한 실정이다. 이에 따라 본 연구는 장애 유아와 일반 유아들의 사회적 통합을 촉진하기 위한 사회적 상호작용 증진 활동이 일반 유아들의 사회적 행동에 어떠한 변화를 가져오는지를 알아보기 위하여 실행 되었다. 사회적 상호작용 증진을 위한 프로그램으로는 유치원에 통합된 아동들이 진정한 의미에서의 사회적 통합의 혜택을 받을 수 있도록 일반 유치원 교육과정을 지원하는 프로그램의 일부로 개발된 "활동-중심 통합유치원 교육과정"이 사용되었으며, 본 연구의 목적을 위해서 사전-사후검사 통제집단 설계로 18명의 장애 유아와 60명의 일반유아들이. 실험집단과 통제집단에 참여하였다. 사회적 상호작용에 대한 직접 관찰에 의해서 집단 간 차이의 차이에 대한 검정을 실시하였으며, 그 결과 실험집단 일반 유아들의 사회적 상호작용이 통제집단에 비해서 유의미한 변화를 보인 것으로 나타났다. 본 연구 결과에 따른 통합교육 현장 관련 시사점과 앞으로의 연구 방향 등이 논의되었다.

다국어 초록 (Multilingual Abstract)

This study examines the effects of social integration activities to promote social interaction between children with and without disabilities. For this study, the Activity-based Inclusive Preschool Curriculum (AIPC), developed for the purpose of facilitating social integration of young children with disabilities in general education settings, was used. Participants were 18 children with disabilities and 60 children without disabilities enrolled in six classes at one Korean inclusive daycare center. Three of the classes implemented the AIPC and three followed a traditional early childhood curriculum. Direct observations of the children's social interaction patterns using SIS observational system were made before and after the interventions. To determine the effects of the social integration activity intervention on the social behavior of children without disabilities, an independent-samples t-test was conducted with mean difference scores of pretests and posttests between experimental and control groups. For each behavior category of Social Interaction Scan, t-values were computed separately since SIS did not produce a total score and changes in different types of social behaviors were the focus of the study. Children without disabilities in the experimental group engaged in significantly more social interaction with children with disabilities than did children without disabilities in the contrasting group but showed no significant changes in their interactions with other children without disabilities. Implications for classroom practice and recommendations for future research are offered.

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