발달장애 아동을 위한 음악활동중심 중재 연구 현황 및 향후 방향

다국어 초록 (Multilingual Abstract)

In this research, the characteristics of research and intervention programs using music for children with developmental disabilities in Korea were examined through analysis of experimental studies to suggest future directions of the music activity-based programs for children with disabilities. For this, 18 experimental studies that were published with important journals in special education and related areas from 1996 to 2004 in Korea were reviewed. Studies were analysed according to participants' characteristics and settings, interaction partners, grouping, and target developmental areas. Program approaches, music elements such as music areas, concepts, and materials, and strategies for facilitating participation and interactions were also analysed.The results of this study were as follows: first, the primary participants were children with autism, and infants and preschoolers were less included than school-aged children. Second, the research was mostly conducted in clinical or segregated settings such as theraputic rooms, special classrooms, and special schools. Family participation was rarely facilitated. Third, the Boxill music therapy approach was employed in the programs the most, while Orff approach was employed the least. Fourth, as for as music area, the use of musical instruments, singing, and physical movement were applied in most intervention programs regardless of children's age. It was found that rhythm was the most common music concept incorporated into intervention programs, followed by beat, melody, and tempo, respectively, though all were infrequently used. Limited numbers of musical instruments were used, while idiophones such as xylophone, tambourine, triangle, wood block, handbell, maracas, and shakers were highly used. Fifth, the intervention programs incorporated response prompting, modeling, and preference strategies the most to facilitate child participation in the activities and interaction with peers, interventionist, and materials.

참고문헌 (Reference)

1 "환경중심 언어지도가 정신지체학생의 언어습득 및 일반화" 22 : 161-177, 1999

2 "한국 장애학생 통합교육 특수교육과 일반교육의 관계 재정립" 교육과학사 2003

3 "학교중심교육과정의 이론과 실제" 1994

4 "특수유아들을 위한 교과과정 개발과 운영의 향후 방향" 35 (35): 341-372, 2000

5 "특수교육의 음악치료 교육 방법연구" 40 : 213-248, 2001

6 "특수교육과정 운영론" 도서출판특수교육 433-, 2002

7 "특수교육 개선을 위한 오르프 음악요법 연구" 1-32, 1994

8 "전래놀이 동요가 유아의 사회적 능력 및 음악적성에 미치는 영향" 서울 이화여자대학교 교육대학원 : 1997

9 "장애영유아 사정의 실제를 향상시키기 위한 정책 방안 고찰" 37 (37): 283-310, 2002

10 "장애아동의 진단에 대한 국내 음악치료사들의 평가 방법에 관한 연구" 명지대학교 사회교육대학원 2002

11 "장애아동 조기발견 및 서비스 체제의 개선 방안" 4 (4): 71-111, 2005

12 "장애 영유아 조기발견 및 진단평가방안 연구" 국립특수교육원 2001

13 "작곡가를 위한 타악기 입문 타악기" 수문당 1995

14 "자폐아의 사회성 증진을 위한 음악적용의 일 연구-음악요법적 적용을 중심으로" 이화여자 대학교 교육대학원 1988

15 "일반 장애 유아 간 관계향상을 위한 교수전략연구" 사회과학논총 1998

16 "이화 유치원교육과정" 이화여자대학교 부속 이화유치원, 교문사 2002

17 "음악활동이 통합된 발달지체 유아의 사회적 상호작용 행동에 미치는 영향" 숙명여자 대학교 음악치료 대학원 2001

18 "음악활동이 뇌성마비아동의 상지의 근력과 운동능력에 미치는 영향" 숙명여자대학교 음악치료대학원 2000

19 "음악활동 프로그램이 발달장애 아동의 집단 음악 교육상황에서의 적응행동에 미치는 영향" 19 (19): 169-187, 2003

20 "음악치료의 이론과 실제" 양서원 41-, 1998

21 "음악치료가 자폐아동의 상호작용에 미치는 효과" 이화여자대학교 교육대학원 2000

22 "음악치료가 반응성 애착장애아의 어머니-아동 관계개선에 미치는 효과" 이화여자 대학교 교육대학원 2000

23 "음악치료 프로그램의 단계적 적용이 시각 중복장애아의 부적응 행동에 미치는 효과" 특수교육총연합회 2003

24 "음악교육의 단계적 학습에 관한 연구" 115-161, 1994

25 "율동 및 놀이지도" 양서원 1997

26 "유치원의 경증 발달지체아를 위한 통합교육 프로그램 개발 및 효과 연구: 활동중심 중재의 적용" 18 (18): 341-372, 1997

27 "유아특수교육개론" 학지사 2002

28 "유아발달단계에 따른 음악교육과 찬송가" 지성과 창조 2003

29 "유아를 위한 교수매체" 교문사 1981

30 "유ㆍ초등교사를 위한 오르프 음악교육연수회" 오르프 연구소 1999

31 "오르프 철학을 기초로 한 창의적 음률활동의 효과" 오르프연구소 2001

32 "오르프 슐베르크 음악치료가 주의집중 장애아동에게 미치는 영향" 인천 인천교육대학교 교육대학원 : 2003

33 "언어장애아 임상지도" 홍익재 1986

34 "또래아동-주도의 사회적 시작행동 중재와 자폐아동-주도의 사회적 시작행동 중재가 자폐 아동의 사회적 상호작용에 미치는 영향에 관한 일 연구" 이화여자대학교 대학원 1995

35 "기악중심 음악활동이 정신지체아의 문제행동에 미치는 영향" 대구대학교 특수교육대학원 : 2000

36 "감각자극양식이 경증 정신지체학생의 리듬지각능력에 미치는 영향" 숙명여자대학교 음악치료대학원 2000

37 "method; Melodic intonation therapy for aphasea Journal of Speech and Hearing Disorders" 287-297, 1976

38 "The effects of music therapy on motivation, psychological well-being physical comfort, and excercise endurance of bone marrow transplant patients" 33 : 164-188, 1996

39 "The Study of Music in the Elementary School-A Conceptual Approach" 1967

40 "The Peer relations of mildly delayed and nonhandicapped preschool children in main streamed play groups" 1556-1572, 1987

41 "The Orff-Schulwerk Movement: A Case Study in Music Education Reform, Document Resume" 142 : 1996

42 "The Learning Disabled Child in the Orff Classroom-Jumping Head First into the Mainstream" 225-227, 1985

43 "Testimony before the subcommittee on select education" Vincent 341-361, 1986

44 "Teaching infants and preschoolers with disabilities" Prentice-Hall Inc 1992

45 "Teacher mediated facilitation of engagement by children with developmental delays in a preschool school" 19 (19): 203-216, 1999

46 "Play patterns in young children with impaired hearing" 70 : 19-26, 1997

47 "Orff-Schulwerk an integrated foundation" 83 (83): 41-44, 1997

48 "Neuropsychological functioning of nonmentally retarded autistic individuals Journal of Clinical and Experimental Neuropsychology" 749-761, 1992

49 "Musical Improvisation &Drawings as Tools in the Music Therapy of Children" 6 (6): 112-120, 1997

50 "Music in therapy" The Macmillan Company 1968

51 "Music in the education of children" Wadsworth Publishing Company Inc 24-59, 1969

52 "Music for All" 1993

53 "Music Therapy for the Developmentally Disabled" 17-23, 19811981

54 "Music Therapy An Introduction" Thomas Publishers illi (illi): 1987

55 "Move, sing, listen, & play. Toronto, Canada:Gordon V. Thompson." 1995

56 "Mindblindness" The MIT Press 1995

57 "MMCP이론에 따른 한국 중등 음악교육의적용 문제점과 해결점" 10 (10): 433-451, 2000

58 "MMCP에 의한 음악활동이 정신지체아의 음악인지 과제수행 능력에 미치는 효과" 대구대학교 대학원 2001

59 "Growth processes in music education Basic Concepts in Music Education University of Chicago Press" 1958

60 "Families, professionals, and exceptionality: Collaborating for empowerment (4th ed.)" Columbus, OH: Merrill/Prentice Hall 2001

61 "Evidence-based practice in early Intervention/early childhood special education: Single-subject design research" 25 (25): 151-160, 2002

62 "Essential competencies for the practice of music therapy" 43-49, 1981

63 "Effects of social play" 360-364, 1974

64 "Early recognition of children with autism:A study of first birthday home videotapes" 24 : 247-257, 1994

65 "Early intervention in natural environments" Brooks/Cole 1993

66 "Do-watch-listen-say: Social and communication intervention for children with Autism" Baltimore, MD: Paul. H. Brookes 2001

67 "Division for Early Childhood Indicator of quality in programs for infants and young children with special needs and their families Division for Early Childhood Council for Exceptional children" 1993

68 "DEC recommended practices in early intervention/early childhood special education, Denver, CO: Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC)" 2000

69 "Coming Together Through Music-Integration of Hearing & Hearing-Impaired Children" 218-220, 1985

70 "Characteristics of effective help-giving practices" 71-81, 1988

71 "Can autism be detected at 18 month? The needle British Journal of Psychology" 839-842, 1992

72 "Austism; Explaining the enigma" Oxford Blackwell 1989

73 "Astism and the development of the mind" Mahwah, NJ: Lawrence Erlbaum Associates 1996

74 "Assessment, Evaluation, and Programming System(AEPS) for infants and children: Vol 3. AEPS measurement for birth to three years" Baltimore : Paul H. Brooks 1996

75 "An activity-base approach to early intervention" Brookes Publishing Co 1992

76 "An activity-base approach to early intervention" 1989

77 "Aims & methods in Danish preschool music education" 99 (99): 25-28, 1997

78 "Adapting early childhood curricula for children with special needs(5th)" New York: Macmillan 2000

79 "A play based treatment model for improving the social play development of children with autism spectrum disorder" Berkely, CA: University of California, Berkeley 2002

80 "A Structure of music education" Inc 1970

81 "A Structure for Music Education" Inc 1971