통합학급에서 또래도우미 활동이 장애 학생에 대한 일반학생의 친구관계에 미치는 영향

다국어 초록 (Multilingual Abstract)

In order to promote that the disabled students fully and completely take part in the general curriculum in an general education environment an interest in integrated education is gradually increased. At school, the integrated classroom is carried out for the purpose of providing the solution for one of "natural supports", however it is ,in reality, rejected by the peer-students because it is simply the physical arrangement.

The questions for this study is related to identifying the effects of the peer-supporter activity on the friendship between the disabled students and the general students in the integrated classroom. To implement the effective study the experiment group where the general students with even number and only one disabled students exist and the control group where the general students with odd number exist were constituted. To compare homogeneity of these two groups this study used the tool to perform the pre-test.
Peer-support program was composed of 12 sessions peer-meeting including a variety of activities in order that the peers naturally encourages interaction and build the friendship. A result of this study reveals that peer-support program is contributed to turning the friendship between the general students and the disabled students into the positive relationship.

First, as the number of the case that the general students and the disabled get together is increased through the program, the sharing activities between the experiment group students and the disabled lead to the significant result.

Second, as the number of case that the general students supports and are cooperated with the disabled is increased through the program, the significant result took place in pro-social behavior.

Third, as the general students who performed the programhave the serious and deep conversation with the disabled, the significant result took place in intimacy .

Fourth, as the general students who performed the program are friendly to the disabled, the significant result took place in affection and self-esteem.

Fifth, the faith formation over the disabled in the experiment group was improved up to the significant level. The students sincerely behave toward the disabled through peer-support program. It implies that peer-support program is an opportunity that the general students newly recognize the disabled through the program.

Sixth, as the number of case that the experiment group students quarrel with the disabled is remarkably reduced, the significant result took place in conflict.

A characteristic of this study is that the integrated classroom was operated by dividing into even number and odd number and the program that supports the disabled in the integrated classroom was performed by getting out of operating the integrated classroom with only physical arrangement. As a result, it is found that the degree that the general students amicably recognize the disabled was improved..





ABSTRACT


The Effects of Peer-Supporter Activity on Friendship between the Disabled Student and the General Students in Integrated Classroom

Sang-Ho Lee

Department of Secondary Special Education,
Graduate School of Education,
Kongju National University,
Gongju, Korea

Supervised by Professor. Do-Sun Hwang


In order to promote that the disabled students fully and completely take part in the general curriculum in an general education environment an interest in integrated education is gradually increased. At school, the integrated classroom is carried out for the purpose of providing the solution for one of "natural supports", however it is ,in reality, rejected by the peer-students because it is simply the physical arrangement.

The questions for this study is related to identifying the effects of the peer-supporter activity on the friendship between the disabled students and the general students in the integrated classroom. To implement the effective study the experiment group where the general students with even number and only one disabled students exist and the control group where the general students with odd number exist were constituted. To compare homogeneity of these two groups this study used the tool to perform the pre-test.
Peer-support program was composed of 12 sessions peer-meeting including a variety of activities in order that the peers naturally encourages interaction and build the friendship. A result of this study reveals that peer-support program is contributed to turning the friendship between the general students and the disabled students into the positive relationship.

First, as the number of the case that the general students and the disabled get together is increased through the program, the sharing activities between the experiment group students and the disabled lead to the significant result.

Second, as the number of case that the general students supports and are cooperated with the disabled is increased through the program, the significant result took place in pro-social behavior.

Third, as the general students who performed the programhave the serious and deep conversation with the disabled, the significant result took place in intimacy .

Fourth, as the general students who performed the program are friendly to the disabled, the significant result took place in affection and self-esteem.

Fifth, the faith formation over the disabled in the experiment group was improved up to the significant level. The students sincerely behave toward the disabled through peer-support program. It implies that peer-support program is an opportunity that the general students newly recognize the disabled through the program.

Sixth, as the number of case that the experiment group students quarrel with the disabled is remarkably reduced, the significant result took place in conflict.

A characteristic of this study is that the integrated classroom was operated by dividing into even number and odd number and the program that supports the disabled in the integrated classroom was performed by getting out of operating the integrated classroom with only physical arrangement. As a result, it is found that the degree that the general students amicably recognize the disabled was improved..

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 2
• 2. 연구 문제 2
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 5
• 1. 통합교육의 효과 5
• 2. 통합교육과 친구의 의미 5
• 3. 또래 도우미를 통한 친구관계 형성 6
• 4. 선행연구 고찰 7
• Ⅲ. 연구 방법 12
• 1. 연구 대상 12
• 2. 측정도구 13
• 3. 연구 설계 및 절차 14
• Ⅳ. 연구 결과 19
• 1. 실험집단과 통제집단 간 사전검사 19
• 2. 실험집단과 통제집단 간 사후검사 20
• Ⅴ. 결론 및 제언 27
• 참고문헌 29
• ABSTRACT 31