원예활동이 지체부자유아동의 자아개념, 대인관계, 언어능력에 미치는 영향 = (The) Effect of Horticultural Activities on the Self-Concept, Interpersonal Relations, Language Ability of Physically Challenged Students

다국어 초록 (Multilingual Abstract)

Physically challenged students usually lack in self-concept, sociabllity and language ability as they are physically handicapped or have difficulties moving around. They should be encouraged to have a good self-concept, feel good about themselves and 9et along with peers. And it's also needed to intentionally facilitate the deyelopment of their language ability(acceptive and expressive language) to help them to express themselves well, interact with others successfully and eventually build good interpersonal relations. The purpose of this study was to examine the effect of horticultural activities on the self-concept, interfersonal relations and language ability of physically challenged students who attended special school due to congenital physical handicaps.
The subjects in this study were four selected students in their four year of elementary department in special school, who were diagnosed their case as physical handicaps by a doctor of Rehabilitation Medicine.
Four case studies were conducted to determine the impact of gardening on the socio-emotional behaviors(self-concept and interpersonal relations) and language ability of the physically challenged students. For pretest, Korea Institute for Special Education's KISE Developmental Scale(1995) was employed to assess each student's socio-emotional behavior and language ability. After a horticulture program prepared by this researcher was implemented for four months, posttest was carried out.
The instrument used in this study was Korea Institute for Special Education's KISE Developmental Scale(1995). This reference-type instrument was based on Piaget's developmental theory, which covered six areas according to his developmental stages, including life skills, social emotion, verbal development, cognitive ability, gross motor skill and fine motor skill. The test was unfoBded according to Piaget's developmental stages, and flexible to suit each subject's disability states. Just some of the instrument that measured socio-emotional behaviors and language ability was selected to serve the purpose of the study. For each of the test areas, separate profiles were prepared, and the scores of the students were recorded on a general profile for comparison.
The 22-session experiment was conducted in the sixth-period optional classes on Thursdays from March 7 through July 18, 2003. Sometimes that was implemented twice a week since the growth of plants varied with seasons. Each session Fun 40 minutes, and the program was mostly comfosed of indoor activities in consideration of season, weather and the traits of the children.
This researcher and one assistant teacher were responsible for the program, and every session was photographed and videotaped for evaluation.
The program used in this study was prepared by this researcher to have appeal to the students and fit into school circumstances after a pilot survey was carried out, since there was no standardized program for horticulture therapy. Before and after that was implemented for four months, pretest and posttest were fulfilled with the KISE Developmental Scale to gauge the socio-emotional behavlors and language ability of the students.
The findings of this study were as follows:
There was a tendency for the students to make minor changes in top average scores, but their basic and functional average scores showed significant changes. In the protest, their functional, basic and highest averages were equal to those of physically challenged kindergarteners, but in the posttest, they reached the level of physically challenged elementary schoolers in lower grades.
Thus, the findings of this study suggested that the horticulture activity exercised a large influence on the self-conceft, interpersonal relations and language ability of the physically challenged students, though there were some differences in its impact.
But the findings of this study might not be generalizable, because just a small number of subjects were examined and the experiment was conducted during just a four-month period of time. If future research efforts are dedicated to identifying the characteristics of children with different disabllities and developing a variety of horticulture programs in consideration of the physical and mental traits of physically challenged students, not only physically challenged students but others with diverse disabilities will be able to grow up in a more smooth and ideal manner.

목차 (Table of Contents)

• 목차 = ⅰ
• 표목차 = ⅳ
• 그림목차 = ⅴ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 용어의 정의 = 3
• 1) 지체부자유아(physically challenged students) = 3
• 2) 사회정서행동 = 3
• 3) 언어능력(language ability) = 3
• 4) 원예(hortlcultural) = 4
• 5) 원예치료(horticultural therapy) = 4
• 4. 연의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 지체부자유아 = 5
• 1) 정의 = 5
• 2) 지체부자유아의 심리적 특성 = 6
• (1) 지능 = 6
• (2) 언어와 의사소통 = 6
• (3) 자아개념 = 7
• 3) 선행연구 고찰 = 10
• 2. 원예치료 = 12
• 1) 원예의 개념 및 정의 = 12
• 2) 원예치료 = 13
• 3) 원예활동의 치료효과 = 15
• 4) 원예활동의 치료효과에 관한 선행연구 = 20
• Ⅲ. 연구방법 = 24
• 1. 연구 대상 = 24
• 1) 아동 1의 특성 = 25
• 2) 아동 2의 특성 = 26
• 3) 아동 3의 특성 = 26
• 4) 아동 4의 특성 = 27
• 2. 연구설계 = 27
• 3. 검사도구 = 28
• 4. 연구 절차 = 29
• 1) 사전검사 = 30
• 2) 원예활동 프로그램의 구성내용 = 30
• 3) 사후검사 = 31
• 4) 자료분석 = 31
• Ⅳ. 결과 및 해석 = 32
• 1. KISE검사 자아개념, 대인관계, 언어능력발달 프로파일 = 32
• 1) 아동 1의 변화 = 34
• 2) 아동 2의 변화 = 35
• 3) 아동 3의 변화 = 36
• 4) 아동 4의 변화 = 37
• 2. 자아개념에 미치는 영향 = 38
• 1) 아등 1의 변화 = 38
• 2) 아동 2의 변화 = 39
• 3) 아등 3의 변화 = 40
• 4) 아동 4의 변화 = 42
• 3. 대인관계에 미치는 영향 = 43
• 1) 아동 1의 변화 = 43
• 2) 아동 2의 변화 = 44
• 3) 아동 3의 변화 = 46
• 4) 아동 4의 변화 = 47
• 4. 언어 수용에 미치는 영향 = 48
• 1) 아동 1의 변화 = 48
• 2) 아등 2의 변화 = 50
• 3) 아동 3의 변화 = 52
• 4) 아동 4의 변화 = 53
• 5. 언어 표현에 미치는 영향 = 54
• 1) 아동 1의 변화 = 54
• 2) 아동 2의 변화 = 56
• 3) 아동 3의 변화 = 58
• 4) 아동 4의 변화 = 60
• Ⅴ. 논의 = 63
• 1. 결론 = 63
• 2. 제언 = 68
• 참고문헌 = 69
• 부록 : 원예활등 지도과정 = 73