유아의 장애수용증진 프로그램의 효과연구 -사회적 상호작용을 중심으로- = The Effectiveness of Intervention Program on the Social Interactions of Young Children with and without Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to provide intervention program that promotes social interactions young children with and without disabilities and to then test it effects in an inclusive preschool setting. The intervention program was provided information and direct as well as indirect experience regarding disabilities. The intervention program consisted of 32 sessions and included the following components: indirect experiences (story-time/discussion aobout children with disabilities), and direct experiences (structured play with children with disabilities/ disability -simulation activities). The Participants were 29 children enrolled in a preschool class that included a classmate with a disability in Daejeon-, a city in South Korea. All of children participated in all of the sessions of the intervention. About 20-30 minute sessions were held four times a week for a total of 8 weeks. The participants also took a pretest, a posttest, and a follow-up test. Classroom observations during free play sessions were analyzed using the Code for Active Student Participation and Engagement-Revised: CASPER-3(Tso, Odom, & Brown, 2001). The classroom observations data served to record the frequency of the social interactions behaviors among young children with and without disabilities. The data were analyzed using the Wilcoxon matched pairs signed-ranks test. The results indicated that children had significantly higher frequency on measures of social interactions among young children with and without disabilities after participating in the intervention program. Therefore, the program appears to be an effective strategy for social interactions among young children with and without disabilities in inclusive preschool settings.

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