통합교육활동이 발달지체유아의 사회적 기술에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the social effects of the extensive education on young children with developmental delay. In this regard, this thesis emphasizes social influences of educational activities on those young children involved with a regular preschool programs. The study, therefore, focuses educational effects on social skills among young children with developmental delay such as cooperation skills, communicational ability, and self-control.
The participants of this research are young children with developmental delay who are enrolled in a school for physically challenged in Goo-mi city, south Kyongsangbukdo in Korea. They are one six year-old and two five-year old young children. An experimental qualitative module was selected to see the social consequences after taking the extensive educational programs on young children with developmental delay.
The research method was conducted accordingly to match up the different elective courses of specific topics in each month. The study module was initially developed by Gresham and Elliot in 1990 to measure developmental stages in terms of social interactions among young children with developmental delay. This study adopted social skill scale of social skill rating system which had been modified by Hyangji Kim in 1996.
The study was conducted from April through October in 2000 and the extensive educational activities were carried out an hour by an actor at a regular preschool on every thursday. The class was from 9:30 to 10:30 AM.
The data was based on the observation of a researcher about a child's behaviors and later the video taped material was analysed qualitatively concerning occasions and their social behaviors while the extensive education was performed. The qualitative analysis explains the lower arena of learning social skill including the quantitative changes of communicational skill, and self-control.
The outcome of this experiment was positive. The extensive educational activities were proved to help young children with developmental delay to learn the necessary social skills during the course. The conclusion of this study is as follows:
Although three young children were varied in learning social skills due to differences in linguistic, cognitive, and emotional characteristics, the extensive educational activities were effective in cooperational skill, communicational skill, and self-control.
The conclusion that I draw is as follows:
First, there is an urgent need for an extensive educational environment on young children with developmental delay and the more upgraded and various extensive educational programs.
Second, further study on young children with developmental delay is required since the circumstances of those young children are different. Therefore, ordinary preschools also need to join hand with those institutions on specialty programs.
Third, there should also be a demand for a method and program to maximize potential, and social skills of those young children.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• II. 이론적 배경 = 5
• 1. 장애유아의 통합교육 = 5
• 2. 발달지체아의 사회적기술 = 10
• III. 연구 방법 = 18
• 1. 연구 대상 = 18
• 2. 연구 설계 = 22
• 3. 연구 도구 = 23
• 4. 연구 절차 = 26
• 5. 자료 처리 = 27
• IV. 연구 결과 = 28
• 1. 협력기술에 미치는 효과 = 28
• 2. 자기주장 기술에 미치는 효과 = 34
• 3. 자아통제 기술에 미치는 효과 = 41
• V. 결론 및 제언 = 49
• 1. 결론 = 49
• 2. 제언 = 50
• 참고문헌 = 52
• 영문초록 = 58
• [부록 I] 사회적 기술 평정척도 = 60
• [부록 II] 통합 환경과 내용 = 62