중도 지적장애학생의 통합교육 연구 동향 및 중재방법 고찰

국문 초록 (Abstract)

연구목적: 본 연구는 중도 지적장애학생의 통합교육과 관련된 국외 선행연구를 바탕으로 중도 지적장애학생의 통합교육의 연구 동향을 분석하고 이를 토대로 국내의 중도 지적장애 학생을 위한 중재방법 및 향후 연구 과제를 모색하고자 하였다. 연구방법: 2000년부터 2016년까지의 중도 지적장애학생을 대상으로 한 국외 통합교육 연구 총 51편을 선정하고 연구주제에 따라 다음과 같이 6가지 연구 주제로 분류하였다: (1) 중도 지적장애학생의 통합교육의 실태 및 연구동향, (2) 중도 지적장애학생의 통합교육에 대한 교사, 학부모, 비장애또래의 인식, (3) 통합교육환경에서 중도 지적장애학생의 사회성 증진, (4) 통합교육환경에서 중도 지적장애학생의 문제행동 감소, (5) 중도 지적장애학생의 일반교육과정 접근(수업참여행동 및 학업성취) 증진, (6) 기타(2가지 이상 주제 중복). 각 연구 주제별로 발표연도와 연구방법에 따른 연구동향을 살펴보았으며 분석대상 논문 중 실험연구 20편을 대상으로 실험대상, 실험설계, 실험중재자, 독립변인 및 종속변인의 각 요인별로 세부 분석을 실시하였다. 연구결과: 분석결과 국외의 최근 연구들은 중도 지적장애학생의 사회성 증진, 문제행동 감소, 일반교육과정 접근에 초점을 두고 있는 것으로 나타났다. 실험연구 20편에서 중도 지적장애학생의 통합교육을 위해 사용한 중재방법에는 자기점검, 삽입교수, 교수적 수정, 또래 지원 및 협력적 팀이 포함되었다. 결론: 이러한 연구결과를 토대로 국내 중도 지적장애학생의 통합교육 활성화를 위한 현장 적용과 향후 연구의 방향을 위한 제언들이 제시되었다.

다국어 초록 (Multilingual Abstract)

Purpose: This study aims to investigate research trends regarding inclusive education for students with severe intellectual disabilities along with appropriate interventions for them by analyzing precedential abroad studies related to inclusive education of students with severe intellectual disabilities. Method: Of relevant articles published abroad from 2000 to 2016, a total of 51 articles were identified using specific criteria, and were categorized into six research themes as follows: (1) current situations and research trends, (2) perceptions of teachers, parents, and students without disabilities, (3) improving social interaction and skills, (4) reducing problem behaviors, (5) promoting access to the general education curriculum, and (6) others including more than two themes. This study analyzed the trends, by year, of each research theme and conducted analyses per research method (literature research, investigative research, qualitative research and experimental research). In addition, 20 experimental research themes were analyzed in detail by factor: experimental subject, experimental design, intervener, independent and dependent variables. Results: The findings show that studies abroad mainly focused on improving social intervention and skills, reducing problem behaviors, and promoting access to the general education curriculum. Several interventions were frequently used for the students including self-monitoring, peer support, curriculum modification and team teaching. Conclusion: Based on the results, this study provides practical implications and directions for future research and promoting inclusive education for students with severe intellectual disabilities.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구 방법
• Ⅲ. 연구 결과
• Ⅳ. 논의 및 제언
• 참고문헌
• 국문초록

참고문헌 (Reference)

1 김영석, "통합환경에서의 중도장애학생 평가를 위한 국외 대안평가 연구동향 고찰 및 함의" 국립특수교육원 21 (21): 1-19, 2014

2 이은정, "통합된 중도장애학생을 위한 기준중심 진단-책무성 체계의 실행 : 대체 진단(Alternate Assessment)을 중심으로" 한국정서·행동장애아교육학회 20 (20): 69-95, 2004

3 교육부, "통합교육정책의 효과와 발전방안 연구(2015년 정책연구 보고서)" 교육부 2015

4 김경양, "통합교육 실태 문헌 분석: 법적 정책요소를 중심으로" 한국특수아동학회 18 (18): 171-199, 2016

5 이숙향, "중등 통합교육 현장의 장애학생을 위한 협력중심 자기결정 교수모델의 개발 및 적용 효과" 특수교육연구소 13 (13): 173-204, 2014

6 박은혜, "중도장애 학생의 교육에 관한 특수학교 교사의 인식 조사" 36 (36): 29-51, 2001

7 박은혜, "중도·중복장애 학생의 특수교육 지원체계에 대한 요구조사" 한국지체.중복.건강장애교육학회 53 (53): 31-58, 2010

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9 김남순, "일반교육과 특수교육의 통합정책 분석 연구" 한국교육행정학회 23 (23): 255-278, 2005

10 이미숙, "유아교육현장에서의 중도장애유아 통합교육 실천을 위한 이론적 고찰 및 시사점 모색" 한국보육지원학회 8 (8): 5-26, 2012

11 이대식, "성공적인 통합교육에 필요한 일반교육의 조건" 한국통합교육학회 2 (2): 1-27, 2007

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