스마트폰을 활용한 문제해결 전략 교수가 지적장애 학생의 길 찾기 과제 수행과 도착 시간 예측하기에 미치는 영향 = The Effects of Problem Solving Strategies Using a Smart Phone on Mobility and Time-management of Students with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

The ultimate goal of special education is to educate students with disabilities to be integrated into communities. Mobility and time managing abilities are required to maintain their own daily life in community. However it`s difficult for them to find their way in support of geographical information and public transport system and to estimate arrival time because they are not good at collecting and using relevant information. In this respect, this study investigated how problem solving strategies with using a smart phone has helped students with intellectual disabilities find their ways to reach destination by subway and estimate arrival time. Multiple probe design across subjects was applied for this study with three middle school students with intellectual disabilities. The intervention was conducted in three parts: observation of performance, outdoor and indoor training. In terms of performance, the students conducted assignments according to the task analyzing steps. When students made the wrong response in a certain step, the observations stopped and outdoor training was applied in order for them to experience all task analyzing steps until the end. Indoor training was next and conducted by using video materials. The training areas where students need for school/recreation activities and family/friends relationships were decided by interviews with them, their peers and family members. Within these areas, they were asked to find the ways at one random sampling point to another point by the subways and to predict the arrival time. The results of this study showed that problem solving strategies using a smart phone was effective to promote mobility and time-management of students with disabilities. To investigate if the effects of the study were generalized in different cities, generalization was tested in Busan. Maintenance of the effects was also checked two and four weeks later after the end of the training. Based on the results, practical implications and future research directions were provided to apply problem solving strategies with a use of smart phone for people with intellectual disabilities in order to help them enjoy their independent and interdependent daily life including various situations at home, school, work and post-secondary education.

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