특수교사와 치료교사 간 협력적 접근을 통한 교실중심언어중재가 장애 유아의 의사소통에 미치는 영향

국문 초록 (Abstract)

경험을 나누고 다른 사람과의 관계를 맺게 하는 의사소통은 인간 상호작용의 중심적인 요소이며, 화용론적 측면의 연구는 언어의 실제적인 사용에 가장 우선적인 관심을 가진다. 장애 유아의 의사소통 및 언어 기술을 촉진하기 위한 전략들은 아동의 의사소통적, 사회적, 인지적, 운동기능 및 독특한 학습 양식 등에 따라 매우 다양할 수 있으나, 그 중에서도 언어 능력이 지체된 정신지체유아 및 언어장애아동의 언어 습득과 일반화의 문제를 개선시키기 위해 일상 환경 안에서 언어를 지도하려는 시도의 하나가 환경중심언어지도(milieu teaching)라고 할 수 있다.
환경적 맥락의 강조로 언어는 사회적 문맥 속에서 어떠한 의도나 목적을 가지고 사용되느냐가 일차적인 관심의 대상이 되어왔으며, 장애유아의 경우 일상과 분리되지 않은 자연스럽고 규칙적인 하루 일과 및 교육과정 활동 안에서 발달과 변화를 이끌어내는 것이 바람직한 실제로 추천되고 있다. 활동중심교수나 삽입학습의 기회 등이 이러한 최근의 동향을 반영하는 교수방법이며 의사소통을 위한 중재에 있어서도 교실 내에서의 활동을 중심으로 전체 일과 중에서 장애유아의 개별적인 목표를 삽입하여 지도하는 것이 효과적이다. 이러한 맥락에서 교실중심언어중재는 보다 자연적인 일상 속에서의 기능적인 언어 사용의 기회를 제공 할 뿐 아니라 보다 의미 있는 의사소통능력을 기를 수 있다는데 의의가 있다. 이러한 의미 중심의 서비스로 향한 교실중심언어중재는 치료교사와 교사간의 협력을 필수적인 것으로 요구하게 되었다. 이에 본 연구에서는 특수교사와 치료교사간 협력적 접근을 통한 교실중심언어중재를 시행하여 그 효과를 검증하였다.
특수교사와 치료교사는 협력적 교실중심언어중재를 위해 협력과 강화된 환경중심중재(EMT: Enhanced Milieu Teaching)에 관한 교사 훈련을 받은 후, 이를 바탕으로 함께 진단, 목표 수립, 계획안 작성, 교실에서의 협력교수를 실행, 평가, 평가한 내용을 다음 교수에 환류하는 과정을 거쳤다. 진단 및 계획된 언어 및 의사소통의 목표들은 개별화 교육계획 목표 안에 통합되어 수립되며, 협력 과정에서 두 교사 간 역할지원 및 역할 방출된 내용들은 학생의 교육과정 전반에 적용하였다.
협력교수는 주 3회 자유선택활동시간을 이용하여 담임특수교사와 치료교사가 아동의 개별화된 목표에 따라 수립한 활동계획안을 바탕으로 놀이 활동 속에서 다양한 형태로 실시하였다.
연구 대상은 세 학급에 속한 유아특수학교의 만 3-5세의 장애유아 3명이었으며, 본 연구에서는 대상자간 중다기초선설계를 사용하여 기초선, 중재, 일반화, 유지 검사를 실시하였다. 기초선 기간동안 10분간의 자유놀이 상황에서의 의사소통 행동을 관찰하였으며, 중재 기간에는 매 회기 30분의 협력교수를 통한 교실중심언어중재를 각 학급별로 실시하였다. 일반화 자료는 중재가 일어나는 기간 동안 대상 유아들이 주 1회 통합교류교육을 실시하는 Y어린이집 환경에서 수집하였고, 유지는 중재 종료 2주 후 연속 3회기 동안 기초선 조건과 동일한 상황에서 측정하였다. 수집한 자료는 분석절차에 따라 전사하여 그 내용을 의사소통의 기능 및 하위기능, 의사소통의 형태별로 분석하였다.
본 연구를 통해 얻어진 결과는 다음과 같다.
첫째, 특수교사와 치료교사 간 협력적 접근을 통한 교실중심 언어중재는 장애유아의 의사소통 빈도를 증가시켰으며 증가된 빈도는 일반화 ? 유지되었다.
둘째, 특수교사와 치료교사 간 협력적 접근을 통한 교실중심언어중재는 장애유아의 하위 기능별 의사소통의 다양성을 증가시켰으며 증가된 다양성은 일반화 ? 유지되었다.
셋째, 특수교사와 치료교사 간 협력적 접근을 통한 교실중심언어중재를 실시한 결과 장애유아 1, 2의 경우 구어의 형태가 증가되었으며, 그 효과는 일반화 ? 유지되었으나 유아 3의 경우는 의미 있는 변화가 나타나지 않았다.
본 연구는 분리된 치료실이 아닌 자연스러운 교실 내 활동을 중심으로 장애유아의 의사소통목표를 달성시키고자 특수교사와 치료교사 간 협력을 통한 교실중심언어중재를 실시하였으며, 이는 선행연구에서 제시된 교사와 치료교사 간 협력 및 교실중심언어중재의 이론들을 실제 국내의 특수학교 상황에서 적용하여 그 효과를 입증했다는데 의의가 있다.

다국어 초록 (Multilingual Abstract)

Communication is to share experience and make a relation with other person. It is the main factor for human interaction relationship. The pragmatic study of communication considers the real language use as the first concern. There are some strategies to facilitate communication and language skills of young children with disabilities; these are various like communicative, social, cognitive, physical and unique learning style. Among them, milieu teaching is one of the language instructions for young children with mentally retarded and language skill disabilities. This teaching method tries to enhance their language acquisition and generalization in the context of real life.
According to the environmental context, language has been used within social situation of different intention and purpose. This is the priority function and concern of language. Due to the limitations of pull-out services delivery system, the classroom-based language intervention depending on collaborative approach is appeared. The classroom-based language intervention has the strong points; language therapeutic teacher can work in pull-in setting of classroom, thus he/she can provide various language use opportunities to students as well as help them improve their communication abilities. This kind of the classroom-based language intervention focuses on meaning and requires the collaboration between therapeutic teacher and special education teacher.
This study verified the effect of the classroom-based language intervention depending on the collaborative approach between special education teacher and therapeutic education teacher.
For the collaborative classroom-based language intervention, classroom teacher and language therapeutic teacher took the training for collaboration and EMT(Enhanced Milieu Teaching). While this training, they diagnose, set the goal, make a plan, and pull-in, and then implement co-teaching, evaluate, and feedback to the instruction. The language and communication goals diagnosed and planed were integrated into IEP goals. During collaborative activities, two teachers supported each other and appropriately applied their different roles to the student general curriculum.
The co-teaching was implemented by classroom teacher and therapeutic teacher in the various activity contexts at three times a week. The activities were consisted of the individualized goals for the free playtime session.
The research subjects are 3-5 aged three young children with disabilities in three classes of young children special school. This study conducted research baseline, intervention, generalization, and maintenance test by inter-subject multiple baseline proven design. During baseline period, the communication activities of 10-minute free playtime session were observed, and the classroom-based language intervention with co-teaching was implemented at every 30 minutes during intervention session.
Data for generalization were collected from the Y children's institute which provide inclusive education services at one time per a week. Maintenance ones were measured in the same situation like the baseline condition for successive three sessions after stopping the intervention, two weeks later. All of the collected materials were analyzed by the procedure; functions, sub-functions, and types of communication.
The results of this research are as follows;
First, the classroom-based language intervention through collaborative approach enhanced the communication skills of young children with disabilities.
Second, the enhanced communication skills of young children with disabilities were generalized in the other situation.
Third, the enhanced communication skills of young children with disabilities were generalized after stopping the intervention.
These results showed that the classroom-based language intervention through collaborative approach between special education teacher and therapeutic education teacher enhanced communication skills of infant with disabilities. Moreover, this intervention put influential impact on the generalization and maintenance of their communication skills.
This study implemented the classroom-based language intervention through collaboration between special education teacher and therapeutic education teacher to achieve the communication goals of young children with disabilities in the context of natural classroom activities, instead of pull-out services in the traditional therapy room. So this research found the study values in point of clarifying the adaptation and effectiveness of the previous collaboration theories and practices. Then it proved the effect of classroom-based language intervention between special education teacher and therapeutic education teacher in Korea.

목차 (Table of Contents)

• 목차
• 논문개요 = ⅶ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 5
• C. 용어 정의 = 6
• Ⅱ. 이론적 배경 = 8
• A. 장애유아의 의사소통 = 8
• 1. 의사소통의 의도 및 기능 = 8
• 2. 장애유아의 언어 및 의사소통 특성 = 10
• 3. 장애유아의 의사소통중재 = 13
• B. 교실중심언어중재 = 22
• 1. 교실중심언어중재의 도입 배경 = 23
• 2. 교실중심언어중재의 형태 = 24
• 3. 교실중심언어중재의 운영 = 26
• C. 교실중심언어중재를 위한 협력적 접근 = 27
• 1. 교사와 언어치료사간 협력적 접근 = 27
• 2. 협력적 접근을 통한 교실중심언어중재 선행연구 = 38
• Ⅲ. 연구방법 및 절차 = 41
• A. 연구참여자 = 41
• B. 실험기간 = 42
• C. 실험환경 = 42
• D. 실험설계 및 실험조건 = 43
• 1. 실험설계 = 44
• 2. 실험조건 = 44
• 가. 기초선 = 44
• 나. 협력적 교실중심언어중재를 위한 교사교육 = 45
• 다. 중재 = 53
• 라. 일반화 = 54
• 마. 유지 = 54
• E. 관찰 및 측정 = 55
• 1. 관찰 및 자료수집방법 = 55
• 2. 종속변인 측정 자료의 수집 = 56
• 3. 자료 분석 및 수집절차 = 59
• F. 관찰자간 신뢰도 = 60
• 1. 관찰자 훈련 = 60
• 2. 관찰자간 신뢰도 = 61
• G. 중재 충실도 = 62
• H. 사회적 타당도 = 63
• Ⅳ. 연구결과 = 65
• A. 협력적 교실중심언어중재에 의한 의사소통 빈도의 변화 = 65
• B. 협력적 접근을 통한 교실중심언어중재에 의한 의사소통 하위기능의 다양성 변화 = 71
• C. 협력적 접근을 통한 교실중심언어중재에 의한 의사소통 형태의 변화 = 75
• Ⅴ. 논의 및 제언 = 81
• A. 논의 = 81
• B. 제한점 = 88
• C. 제언 = 89
• 참고문헌 = 91
• 부록 = 116
• Abstract = 152

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