초등 경도장애아동을 위한 자기결정기술 프로그램의 적용효과에 대한 특수교사와 일반교사의 인식비교 = Comparison of Special Education Teachers' Perception with General Education Teacher's Perception on Effects of a Self-Determination Skills Program for Elementary School Children with Mild Disabilities

국문 초록 (Abstract)

본 연구는 초등 경도장애아동의 자기결정기술을 향상시키기 위해 프로그램을 개발하고 적용하여 프로그램의 적용효과에 대한 특수교사와 일반교사의 인식을 비교하는 것을 목적으로 하였다. 연구설계는 단일집단 사전-사후 설계이며, 연구대상은 시간제 특수학급에 배치되어 있으며 일반학급에서 통합교육을 받고 있는 10명의 경도장애아동이었으며 12주에 걸쳐 주 2-3회기 총 31회기를 적용하였다. 사전검사와 사후검사는 연구자들이 개발한 프로그램에 초한 자기결정기술 평가척도를 사용하였다. 대응표본 t 검정 결과, 특수교사와 일반교사들 모두 자기결정기술 교수프로그램이 초등 경도장애아동의 자기결정기술을 향상시키는데 효과가 있다고 인식하고 있었다. 그러나, 특수교사는 6개의 하위영역에서 모두 효과가 있었다고 인식한 반면에, 일반교사들은 자기인식영역을 제외한 5개의 하위영역에서 효과가 있었다고 인식하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare special education teachers' perception with general education teachers' perception on the effects of a self-determination skills program for elementary school children with mild disabilities. One-group pretest-posttest research design was used for this study. Five boys and five girls with mild disabilities participated in the 31-session self-determination program composed of 71 activities during 3 months. Self-determination skills of subjects were measured by their special education teacher and general education teachers before and after implementing the program using the Program-based Self-determination Skills Scale developed by the authors. Matched pair t-test was used for the analyses. The research findings were as follows: (1) According to the special education teacher perception, there was a statistically significant improvement of self-determination stills of elementary school children with mild disabilities after implementing the self-determination program. (2) Similarly, according to the general education teacher perception, there was a statistically significant improvement of self-determination skills of elementary school children with mild disabilities after implementing the self-determination program. (3) According to the special education teacher perception, there was a statistically significant improvement of 6 sub-areas such as self-awareness, self-management, choice-making, self-advocacy, support-net-working, and community use. On the contrary, according to the general education teacher perception, there was a statistically significant improvement of 5 sub-areas such as self-management, choice-making. self-advocacy, support-networking, and community use. The implications of the research results were discussed.