환경-행동적 평가를 통한 통합 학급에서의 장애 유아와 일반 유아의 행동 및 생태적 변인 분석 = Analysis on the Behaviors of Preschoolers with and without Disabilities and Ecological Affecting Variables by Ecobehavioral Assessment in the Inclusive Settings

다국어 초록 (Multilingual Abstract)

This study was intended to develop the ecobehavioral assessment available in the community-based preschool inclusive classes, and to analyze the experiences of children with and without disabilities by the comprehensive and systematic observational assessment tool. Experiences of 36 pairs of preschoolers with and without disabilities, 72 children enrolled in the 3, 4, 5, year classes in inclusive child care and education center were observed by ecobehavioral assessment during the free-choice activities. Data of direct observation were collected by 5 second observation-25 second partial interval recoding methods. Results were as followed that the preschoolers with disabilities showed the low engagement rate in spite of the active intervention of teachers, and the preschoolers without disabilities didn't take part in the role model and peer-mediate strategies. Based on these results, issues are discussed in terms of promoting the preschoolers with disabilities to engage in the group activities, improving the abilities and the qualities of teachers with in-service training. And availability, effectiveness and future use of the ecobehavioral assessment was emphasized.

국문 초록 (Abstract)

본 연구는 지역사회 중심 취학 전 통합 학급에 대한 포괄적인 평가와 더불어 체계적인 관찰 방법의 하나인 환경-행동적 평가 방법을 보완 수정하여 개발하고, 이 평가를 통하여 취학 전 통합 상황에서의 장애 유아와 일반 유아의 경험을 직접적인 관찰 평가를 통하여 비교 분석하고자 하였다. 장애 아동과 교사의 비율이 3: 1인 통합 어린이집 4곳에서 전일제로 완전 통합되어 있는 만 3세, 4세, 5세 학급의 장애 유아와 일반 유아를 짝지어서 36쌍, 총 72명의 유아를 관찰하였다. 주로 일상적인 자유선택활동 시간에 5초 관찰-25초 기록의 부분간격 기록법을 사용하여 자료를 수집하였다. 관찰 결과 통합 학급에서의 장애 유아는 교사 개입이 많은 상황에서도 낮은 참여행동 등을 나타냈고, 일반 유아는 또래 주도 전략 등의 사용 면에서 미흡하게 활용되고 있었다. 대처 방안으로 장애 유아의 참여 촉진과 사회적 통합을 이루기 위한 통합 상황에서의 장애 유아 교수 방법 개발과 교사교육 및 훈련과 환경 행동적 평가 확대의 필요성이 논의 되었다.

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