장애유아 통합교사를 대상으로 한 언어촉진기법 교육의 효과 = The Effects of Speech Support Programs for Teachers in Inclusive Day Care Centers

국문 초록 (Abstract)

배경 및 목적: 통합교사의 요구사항 즉, 통합교사가 어려움을 호소한 언어장애아동의 구체적인 언어지도과정을 지원하기 위한 목적으로 교사교육을 실시하였다. 방법: 대상자간 중다간헐기 초선 설계의 단일대상연구방법을 이용하여 세 명의 통합교사와 담당아동을 짝으로 언어촉진 기법을 교육하였다. 결과: 통합교사는 새로 습득한 언어촉진기법을 적절하게 사용할 수 있게되었으며, 중재가 종료된 이후에도 지속적으로 기법사용능력이 향상되었다. 또한 연구대상아동들은 다단어 의미관계 산출빈도와 유형수, 다른 낱말수(number of different words:NDW), 자발화 수가 증가하였으며 대부분이 더 높은 수준으로 유지되었다. 논의 및 결론:통합교사를 대상으로 한 언어촉진기법 교육은 통합교사가 언어치료사로부터 가장 받고 싶어하는 지원요구를 충족시키는 한편, 자연스러운 일상생활 내에서 적용할 수 있기 때문에 선행연구에서 지적된 통합교사의 시간부족문제를 일부 해결하고, 장애아동의 언어능력을 향상,유지 및 일반화시키는 데 효과적이었다.

다국어 초록 (Multilingual Abstract)

Background & Objectives: As recognition of the importance of education of children with LI in an inclusive classroom increases, more institutions are providing speech therapy within these types of integrated environments. The purpose of the study was to investigate a teacher-implemented intervention as a means of facilitating language development in children with language delays. Methods: Three teacher-student dyads including children with language delays participated in this study. The language ages of the three children ranged from 35 to 40 months. We used amultiple baseline design across all participants. The three teachers received 90 minutes of intensive training before the study began. The intensive teacher training program included four language intervention techniques: parallel talking, expansion, open-ended questions, and choice-questions. Evaluation and intervention phases followed the training period. All sessions took place in the children’s integrated classroom during free-choice activity time. Three weeks after the intervention phase was completed, the maintenance effects were evaluated. Results: First, the percentage of correct use of techniques was increased for all three teachers. Increased use of technique was maintained following the intervention phase. Second, for the three children, there was an increase in the frequency of multi-word semantic relations, types of multi-word semantic relations, and number of different words. The percentage of responses to the teacher’s questions also increased. These improvements in language abilities were maintained following the intervention. Discussion & Conclusion: The teacher training program was effective in increasing the teachers’ abilities to use language intervention techniques properly. As the correct use of techniques increased, the children produced more multi-word utterances. Since these techniques can be used easily within routine activities throughout the day, there is no need for teachers to set aside extra time to teach language skills. Therefore, this teacher training could be an effective and practical education program

목차 (Table of Contents)

• I. 서 론
• II. 연구방법
• III. 연구결과
• IV. 논의 및 결론

참고문헌 (Reference)

1 Yoder, P. J, "An exploratory comparison of milieu teaching and responsive interaction in classroom applications" 19 (19): 218-242, 1995