장애 학생의 학교 내 또래 프로그램 문헌 분석 = School Age Peer Program Literature Analysis of Students with Disabilities

국문 초록 (Abstract)

이 연구는 학교 상황에서 일반 또래들과 의사소통에 어려움을 겪는 장애 학생들을 위한 또래 프로그램의 국외 문헌분석을 통해 향후 국내에서 적용시킬 수 있는 또래 프로그램을 모색해 보고자 한다. 이러한 목적을 달성하기 위해 사회적 상호작용，또래 중재，통합 환경(유치원，초，중，고)을 기준으로 1980-2014년까지 EBSCO와 RISS 데이터베이스의 전자 검색을 수행하였다. 또한 추가적으로 논문의 참고문헌에서 수동으로 검색을 실시하여 총 1, 2，3차로 본 연구의 주제에 맞는 논문 총 20편을 선정하였다. 본 연구에서는 첫 번째 연구 대상의 일반적 특정(장애유형，연령，대상자 수，대상자의 언어와 의사소통 특징, 중재의 질적 수준)을 중심으로 분석하였는데 또래 프로그램에 참여한 장애유형응 자폐성 장애가 가장 큰 비중을 차지하고 있었다. 연령별 통합 환경을 살펴보면 유치원，초등학교를 중심으로 연구가 이루어져 취학 전 또래와 상호작용을 향상시키기 위한 연구가 많음을 알 수 있다. 또래 프로그램에 참여한 대상자 수는 주로 3명이였으며 대상자들의 언어적 특징은 대부분 단어에서 문장수준까지 산출이 가능하였음에도 불구하고 또래와 놀이를 형성하지 못하고 의사소통 의도가 없어 시작하기와 주고받기가 나타나지 않는다는 대부분의 결과가 있었다. 둘째 또래 프로그램의 목표행동을 분석한 결과 대부분의 연구에서 한 가지 이상의 목표를 사용하고 있었으며，자폐학생의 경우 전반적인 영역에서 비교적 고르게 연구가 이루어지고 있었으나 특히 사회•정서 영역，언어적 영역에 집중적으로 연구가 이루어지고 있었다. 셋째，또래 프로그램을 구체적으로 분석한 결과 중재활동은 위계적인 절차를 사용하는 또래 프로그램을 주로 시용하고 있었으며 프로그램 없이 또래만을 활용한 논문도 활발하게 진행됨을 알 수 있다.
또한 프로그램에서 또래들의 역할을 살펴보면 언어적 촉진과 모델링을 제시하는 적극적인 훈련자의 역할이 많았고 교사의 역할은 적었음을 알 수 있다. 또래 프로그램의 배경이 되는 장소는 교실，점심시간，여가시간을 주로 사용하고 있었다. 종합적으로 본 연구는 외국에서 실시하는 또래 프로그램을 구체적으로 분석함으로써 현재 국내 프로그램의 문제정과 방향을 제시했다는 점에서 의의가 있을 것으로 사료된다.

다국어 초록 (Multilingual Abstract)

This study sought to evaluate the Peer Mediation program that allows foreign literature through the analysis of the Peer Mediation program for students with disabilities who have difficulty communicating with peers in general be applied in future domestic situation at the school. The purpose of social interaction to achieve, Peer Mediation, integrated environment (kindergarten, elementary, middle, high) were from 1980 to 2014 based on the implementation of e-discovery and RISS EBSCO database. It also conducted a manual search in the literature of additional papers were selected for a total of 20 pieces Articles 1, 2 and 3 for the subject of this study car. in this study, a general feature of the first study (number of type of disability, age, subjects, subjects of language and communication features, quality of arbitration) the types of failures were analyzed mainly engaged in peer programs autistic disorder for the largest share occupied. Looking at the age integrated environment consisting of a research center for preschool, elementary school there is research to improve the interaction with the preschool age to know a lot. Be subject to peer program is primarily involved does not appear that most of the subjects were receiving linguistic features three people are starting to and there is no intention to communicate, despite statements to the output levels are available in most word does not form a peer and play was the result of a. The second was to use more than one goal in a result, most of the studies analyzed the behavior of the target peer programs, for students with autism, but studies have been made relatively evenly in the overall area, especially social and emotional areas, intensive research on the linguistic area was made. Third, was the result of analyzing the peer mediation program activities are mainly used specifically to peer program that uses the hierarchical process progresses, it can be seen that only one paper also actively utilized without peer programs. In addition, the role of active trainers to present and promote linguistic modeling look at the role of peers in the program, it can be seen that common enemy Empty teacher’s role. The place where the background of peer programs were primarily a classroom, at lunch time, spare time. Overall, this study is believed to be a significance in that it presents a problem with the direction of the domestic program Specifically, by analyzing the program for performing peer in a foreign country.

목차 (Table of Contents)

• Ⅰ. 서론 2
• Ⅱ. 연구 방법 4
• 1. 연구 논문 수집 4
• 2. 분석 유형 5
• 1) 연구의 일반적 특성 5
• (1) 대상자 장애 유형 5
• (2) 대상자 연령 5
• (3) 연구 대상자 수 5
• (4) 언어적 특징과 의사소통 특징 분석 5
• (5) 중재의 질적 수준 5
• 2) 목표 행동 분석 6
• 3) 또래 프로그램 분석 6
• (1) 중재 활동 분석 6
• (2) 또래 프로그램 구성 분석 8
• 3. 분석자간 신뢰도 8
• Ⅲ. 연구 결과 9
• 1. 연구의 일반적 특성 9
• 1) 대상자 장애 유형 9
• 2) 대상자 연령 9
• 3) 연구 대상자 수 10
• 4) 언어적 특징과 의사소통 특징 분석 10
• 5) 중재의 질적 수준 분석 11
• 2. 목표 행동 분석 12
• 3. 또래 프로그램 분석 13
• 1) 또래 프로그램 중재 활동 분석 13
• 2) 또래프로그램 구성 분석 14
• (1) 또래 역할, 교사 역할 분석 14
• (2) 또래 프로그램 환경 분석 15
• Ⅳ. 논의 및 제언 16
• 참고문헌 18
• Abstract 21

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