보편적 학습설계에 의한 과학 교수-학습 자료가 지적장애학생의 수업참여행동, 학업수행능력에 미치는 영향 = The effect of science teaching material based on the universal design for learning (UDL) on instruction participate behavior and performance aptitude of the student with intellectual disabilities

다국어 초록 (Multilingual Abstract)

The effect of science teaching material
based on the universal design for learning (UDL) on instruction participate behavior and performance aptitude of the student with intellectual disabilities

Written by: You, Sun-Hae
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin-Ja Ph.D.

<Abstract>
The purpose of this study was to examine the effects of science teaching material based on Universal Design for Learning (UDL) on instruction participate behavior and performance aptitude of student with intellectual disabilities. One student with intellectual disabilities was selected as the research subject. The student is in an integrated grade 2 class at the B middle school of Iksan city in Jeollabuk province. The study was comprised of a total of 20 circuits and 3-4 sessions per week and was used 45 minutes per session. The results obtained are as follows:
First, the science teaching material based on the universal design for learning revealed a positive impact on instruction participate behavior within the research subject.
The incidence of average instruction participate behavior was low in the foundation period and rapidly increased during the intervention period. In the reversal foundation period, however, the incidence of average instruction participate behavior was lower　than the intervention period while it was slightly higher than the foundation period. During the intervention period, the incidence of the average instruction participate behavior was higher than the foundation period in the order of responses to instructions, participations to specific materials, and performance tasks.　
Second, the research subject was observed to have an increase in performance aptitude during exposure to the intervention material.
The ratio of average task performance increased during the intervention period compared to the foundation period. A slight increase was as also observed during the reverse foundation period compared to the foundation period. In combination, these results indicate a positive effect of intervention on the student research subject.
The limitations of this study are as follows:
There are some concerns that should be noted in generalizing the current study to the school curriculum at large. The design of the study called for a single research subject. This feature of the study makes it difficult to provide any definitive statement regarding change; it is possible that any observed change could be due to a specific feature of the research subject.
Second, it is difficult to confirm any external validity. The results of the instruction participate behavior and performance aptitude may not only be dependent upon the intervention used in this study.
Based on the current results, the following recommendations are to be made.
First, this study was designed to evaluate the effects of science teaching material based on UDL on instruction participate behavior and performance aptitude of a student with intellectual disabilities, therefore, a broader and more systematic study is required. This would be achieved by applying the UDL over the length and breadth of the science curriculum as well as other subjects in order to obtain generable results.
Second, as this study was limited to instruction participate behavior and performance aptitude of a student with intellectual disabilities, a comparative analysis needs to be done with average students. Future research would also include a greater number of participants, which would enable an account of individual differences. Increasing the number of participants would also add the external validity of the study.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 3
• Ⅱ. 이론적 배경 4
• 1. 지적장애학생의 학습특성과 학업수행능력 4
• 2. 과학과 교육과정 비교 분석 7
• 3. 보편적 학습설계 19
• Ⅲ. 연구 방법 25
• 1. 연구 대상 25
• 2. 연구 설계 28
• 3. 연구 도구 28
• 4. 연구 절차 37
• 5. 자료 처리 39
• Ⅳ. 결과 및 해석 41
• 1. 수업참여행동에 미치는 영향 41
• 2. 학업수행능력에 미치는 영향 46
• Ⅴ. 결론 및 제언 49
• 참고문헌 51
• 영문초록 55
• 부 록 58