통합교육 환경에서 구조화된 미술활동이 장애유아의 또래상호작용에 미치는 효과 = The Effects of Structured Art Activity in Inclusive Classroom on Peer Interaction of Young Children with Disabilities

다국어 초록 (Multilingual Abstract)

This study was to examine the effects of the structured art activity in the inclusive classroom on the peer interaction of young children with disabilities. 2 children with developmental delay and 6 non-handicapped peers were joined this study.
This study was implemented for 6 weeks, 30 minutes per session and those children participated in structured art activities three times a week. The data were collected by measuring differences between the pre & post peer interaction observed by trained observers in free play.
The results were as follows.
Structured art activity was found to be significant difference for promoting positive peer interaction of the young children with disabilities. These result implicate that the structured art activity had the effect to promote the peer interaction. Consequently, because merely placing young children with disabilities together with non-handicapped young children in the same setting does not ensure active peer interaction between them, it was suggested that well structured intervention is required to facilitate the opportunities and frequency of peer interaction between children with and without disabilities.

국문 초록 (Abstract)

이 연구는 통합 어린이집에 입급 된 장애유아에게 미술재료를 의도적으로 변화시켜 미술활동을 구조화함으로써 일반유아와의 또래상호작용에 어떠한 영향을 미치는지 알아보고자 하였다. 이를 위하여 장애유아 2명과 일반유아 6명씩, 총 8명을 대상으로 일주일에 3회, 30분씩, 6주 동안 미술재료를 제한적으로 제공한 구조화된 미술활동이 이루어졌다. 미술재료를 이용한 미술활동의 구조화가 장애유아의 또래상호작용에 미치는 효과를 알아보기 위해 구조화된 미술활동 실시 전･후 장애유아와 일반유아의 자유놀이 상황에서 발생한 또래 상호작용 행동빈도를 구하여 사전결과와 사후결과를 비교･분석하였다. 연구결과, 구조화된 미술활동을 한 장애유아들은 또래상호작용에 긍정적인 영향이 있었다. 이러한 결과는 장애유아와 일반유아 간 물리적인 통합보다 또래 상호작용의 비율을 증가시키기 위한 구조화된 중재의 필요성을 제안해 준다.

참고문헌 (Reference)

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