학급 차원의 사회적 통합 증진 활동이 장애 유아와 또래 간 개별 사회적 행동에 미치는 영향 = The Effects of the Class-Wide Activities for Social Inclusion the Individual Social Behavior between Children with and without Disabilities

다국어 초록 (Multilingual Abstract)

Helping peers to be the supportive environment for children with disabilities in the real classroom setting must be a basic step of intervention for the social inclusion of preschool. Therefore, class-wide intervention, that is, a practice for the entire class must be implemented. The purpose of this research is to investigate the changes of the individual social behaviors between children with and without disabilities after applying the class-wide social inclusion activities. The participants of the research are four of the children with disabilities in the classroom to practice intervention, three of them in the classroom not to practice in intervention, and each class's peers. This study adopted the multiple-case study design and pattern matching techniques to examine the change in the pre-post test on the individual social behaviors between children with and without disabilities. As a result, the effects of the intervention on the behaviors of peer manifested more clearly. In other words, peers displayed the increases of the positive behavior incidence, especially seeking attention of peers and expressing affection to peers, and more various types of the positive behavior toward children with disabilities. Moreover, peers manifested the decrease of the negative behavior variety toward children with abilities. Children without disabilities also exhibited the larger increases of the initiation incidence and the incidence of the child-directed behavior obtaining the response from partners rather than children with disabilities. These caused children with disabilities to show the increases of positive behavior incidence and variety. We prepared some discussion and implications concerning the class-wide social inclusion support activities.

국문 초록 (Abstract)

이 연구는 학급 차원의 사회적 통합 증진활동을 실시함으로써 장애 유아와 또래 간에 나타나는 개별 사회적 행동의 변화를 살펴보았다. 연구 참여자는 중재를 실시할 학급의 장애 유아 4명과 중재를 실시하지 않는 학급의 장애 유아 3명 및 각 학급의 전체 또래들이었다. 이 연구는 총 7개 사례에 대한 다중사례연구 설계를 통해 이루어졌으며 자료 분석은 패턴 매칭 논리를 적용하였다. 연구 결과, 중재에 참여한 또래들은 4명의 주요 참여자들에 대한 긍정적 행동 발생률 및 다양성 증가와 부정적 행동 다양성 감소를 보였으며 특히 관심 끌기 행동과 애정 표현 행동의 증가를 나타내었다. 또한 또래들은 시작행동 발생률에 있어 장애 유아보다 일관되게 더 큰 폭의 증가를 보였으며 상대의 반응을 얻은 반응요구행동 발생률도 더 높게 나타났다. 이와 함께 장애 유아의 긍정적인 행동 발생률 및 다양성이 증가되었다. 논의 및 제언에서는 사회적 통합 지원의 기초 단계로서 학급 차원 중재의 의의와 논의점을 제시하였다.

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