통합유치원에서 협력적 자문을 통한 교사의 놀이개입이 중도중복장애유아의 사회적 상호작용에 미치는 영향 = Effect of a Teacher’s Play Intervention through Cooperative Consultation on the Social Interaction of a Child with Severe and Multiple Disabilities in an Inclusive Kindergarten

다국어 초록 (Multilingual Abstract)

The aim of this study is to examine the effect of play intervention, facilitated through collaborative consultation between general and special education teachers, on the social interaction of a child with severe and multiple disabilities in an inclusive kindergarten. The child’s social initiation, response, and interaction behaviors were observed using a single-subject research design. The main findings were as follows. First, the child’s social initiation behaviors increased. Before the intervention, the child mainly reacted to peers’ voices and toy sounds. However, post-intervention, the child began to suggest play and initiate positive physical contact with peers. Second, the child’s social response behaviors also increased. As the intervention progressed, the initiation behaviors displayed by peers toward the child increased, which in turn led to an increase in the child’s response behaviors towards peers. Third, the child’s social interaction behaviors showed the greatest increase, potentially due to the teacher-led intervention, which encouraged intensive interaction between the child and peers. The significance of this study lies in providing concrete strategies for enhancing interaction between a child with severe and multiple disabilities and children without disabilities in inclusive kindergartens where education is implemented in one classroom.