중도·중복장애 관련 장애 명칭과 교육 특성 분석: 미국 학술지에 발표된 중재연구를 중심으로 = Analysis of Educational Characteristics and Terminology of Severe and Multiple Disabilities: A Focus on Intervention Research for Students with Severe and Multiple Disabilities in the United States

국문 초록 (Abstract)

이 연구의 목적은 법적으로 중복장애가 특수교육 대상으로 명시되어 있으며 관련 연구가 폭넓게 이루어지고 있는 미국의 중도․중복장애학생 중재 연구를 분석하여 우리나라 중도․중복장애교육 현장에서 요구하는 장애 명칭과 교육지원 영역 및 방법에 대한 시사를 얻기 위함이다. 이를 위해 체계적 문헌 고찰 방법 중 하나인 PICOS를 통해 미국 학술지에 발표된 중도․중복장애 중재 관련 40편의 연구를 선정하여 각 연구에 나타난 장애 특징, 종속변인, 독립변인을 살펴보았다. 연구 결과, 장애 명칭은 중도장애, 중도의 특정장애, 중복장애, 중도의 중복장애, 중도의 특정 중복장애로나타났다. 종속변인은 의사소통 및 사회성 기술, 직업과 지역사회 기술, 학업 기술, 행동 기술, 일상생활 기술 영역으로 범주화되었으며, 이에 대한 주요 독립변인으로는 개인중심 중재, 교수중심 중재, 보조공학기기 중심 중재로 나타났다. 이와 같은 연구 결과를 바탕으로 중도․중복장애의 법적정의와 용어 사용 그리고 후속 연구를 위한 논의를 포함하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide implications for the legal definitions and educational services for students with severe and multiple disabilities by analyzing the intervention studies published in the United State, where persons with multiple disabilities are eligible for legal special education. A total of 40 studies were selected through PICOS, which is one of the systematic review research method procedures. As a result, studies related to severe and multiple disabilities were classified into severe disability, severe disabilities in specific area, multiple disabilities, severe-multiple disabilities, and severe-multiple disabilities in specific area. Also, there were five dependent variable areas: communication and social skills, job and community skills, academic skills, behavior skills, and functional life skills. Independent variables (interventions) considering the characteristics of each disability were person-centered intervention, instructional intervention, and assistive technology intervention. Based on the results of this study, we discuss legal definitions and educational services and future study for students with severe and multiple disabilities.

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