숲을 활용한 교육이 정신지체학생의 부적응행동에 미치는 영향 = Effects of educational programs utilizing forest on the maladjusted behavior of the mental retarded students

다국어 초록 (Multilingual Abstract)

To teach students with intellectual disabilities, it is essential to find special teaching methods to support their positive behavior. Students with intellectual disabilities typically have great difficulties with communicating their needs and wants and may get frustrated, anxious or show signs of aggressive behaviour. They are often unable to understand the concept of relationships with other people as well. This lack of social communication and interaction leads to poor motivation which increases other areas of difficulty in their lives.

This paper suggests that special educational curriculum for students with intellectual impairments which engage in natural environments (forests) and materials. The purpose of this study was to investigate the effects of Educational Programs Utilizing Forest on the maladjusted behavior of students with mental retardation.

The subjects were middle school students who attended the special school for the students with mental retardation. They were divided into two separate groups- an experimental group and a control group. All subjects received the pre and post test in the same method. This program was applied for formal educational process of middle school from march 1st, to October 30th, 2009. In this experiment the results indicate that the effect of using natural environment (forest) and material within formal educational curriculum was positive as in the effect of horticultural therapy(t=8.178, p<0.001) and how it supports positive behavior strategies to students with intellectual impairments.

The usage of various natural materials including plants and flowers within natural environments provide students with increased opportunities to participate. Teaching methods including natural materials help teachers engage with their students more easily during routine activities as they already have interest.

This project will help students with intellectual impairments to build skills which enable effective participation and increase independence throughout their lives.
The purpose of study was to examine the positive effect of planning practices which use natural environment (forest) and materials. This should be embedded into both routine and planned activities of the classroom.
Also, it presents the necessary interior plan of the treatment space through analyzing the psychological factors of how the environment affects the students.

목차 (Table of Contents)

• 표목차 ⅲ
• ABSTRACT ⅳ
• Ⅰ. 서 론 1
• Ⅱ. 이론적 고찰 5
• 1. 정신지체 학생의 삶의 질 5
• 2. 정신지체의 정의 6
• 3. 정신지체학생의 행동특성 및 선행연구 결과 8
• 4. 숲과 식물환경의 치유효과 11
• 5. 원예치료를 활용한 교육의 효과 선행연구 18
• Ⅲ. 연구의 범위 및 방법 27
• 1. 연구범위 27
• 1) 대상자 27
• 2) 기간 28
• 2. 도구 28
• 1) 부적응행동의 개선에 효과가 있는 숲 활용 프로그램 28
• 2) 숲 활용 방법을 적용한 교과별 프로그램 30
• 3) 평가도구 32
• 3. 연구절차 34
• 4. 통계처리방법 37
• Ⅳ. 결과 및 고찰 38
• 1. K-CBCL 38
• 1) 실험집단과 통제집단의 사전검사 비교 38
• 2) 부적응행동에 대한 공분산 분석 39
• 2. 자기통제력 평정결과 40
• 1) 실험집단과 통제집단의 사전검사 비교 40
• 2) 자기통제력 평정척도에 대한 공분산 분석 40
• 3. 코너스 단축형 평정척도 41
• 1) 실험집단과 통제집단의 사전검사 비교 41
• 2) 코너스 단축형 평정척도에 대한 공분산 분석 42
• Ⅴ. 결론 및 제언 48
• 인용문헌 50
• 부록 57
• 부록 1. 실험군의 일반특성 57
• 부록 2. 통제군의 일반특성 58
• 부록 3. 숲 활용 방법을 적용한 수업 중 아동 관찰 59
• 부록 4. 자기통제력 평정척도 60
• 부록 5. 코너스 단축형 평정척도(부모·교사용) 61
• 부록 6. 장애아동의 부적응행동을 개선하는데 도움이 되는 숲 체험 활동 62
• 부록 7. 숲 체험 활동일지 89
• 부록 8. 부적응행동이 심한 학생 관찰일지 116