중도중복장애학생의 학습경로 발달 특성 탐색: 인지, 의사소통 및 타인과의 상호작용, 환경 및 사물과의 상호작용을 중심으로 = Exploring the Developmental Characteristics of the Learning Pathways of Students With Severe and Multiple Disabilities: Focusing on Cognition, Communication and Social Interaction, and Interaction With the Environment

다국어 초록 (Multilingual Abstract)

This study aimed to identify the current developmental state and features of students in special schools who have severe and multiple disabilities. This examination was conducted at six special schools for students with multiple disabilities around the nation, Data from 349 students was collected to meet the study’s goals. SPSS 26.00 and Mplus 8.3 were used to analyze the data acquired to determine the students’ cognition, communication, and interaction with others, and interactions with the environment and objects. The results of this analysis displayed that, first, the students showed the highest level of development in the first developmental indicators of each domain: Theme C (response to repetitive patterns), Theme B (response to people), Theme A (response to stimuli), and Theme J (behavior to attract the attention of others). Second, 12 themes (factors) which acted as latent variables were able to appropriately account for the 42 developmental indicators of the learning pathway: additionally it was discovered that the three subthemes developed in a particular order. The developmental characteristics, implications, and assessment potential of students with severe and multiple disabilities were reviewed in light of these aforementioned findings.

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