여가활동 중심의 전환교육이 정신지체학생의 대인관계 및 사회적 기술에 미치는 효과 = (A)study on leisure activities-centered transition education to promote interpersonal relations and social skills of students with mental retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out what leisure activities-centered transition education is effect the interpersonal relations and social skills of students with mental retardation.
The subject of this study employed 96 who attend at special school for the mentally retarded. 48(experimental group) of them who are in middle school(24 students) and high school(24 students) for the handicapped were trained LAP(Leisure Activity Program) as 49 lesson plans for fifty weeks. The other(control group, 48) employed 48 who are in middle school and high school for the handicapped and they are did not received LAP.
The two instruments used in this study were adapted Social Interpersonal Skills, and Social Skills Rating System(SSRS) developed by Greesham Elliot(1990). The former is one of Valpar Component Work Sample 17, which is to test daily living skills, interpersonal social function, inappropriate behavior reduction, and behavior related interpersonal relations skills for children with mental retardation. The latter were used to test their cooperation, self-assertion, self-control.
The conclusion drawn from the results and discussion was as fellows;First, leisure activities-centered transition education have an effect on their interpersonal relations.
In comparing with obtained gains in the level of interpersonal relations skills, between experimental group and control group, experimental group come into more effect than those of control group. The findings of interpersonal relations skills domains shown that mixed class(male * female) have an effect on daily living skills. Experimental group and high school students with mental retardation have an effect on promotion to their interpersonal social function, reduction of inappropriate behavior, but there is no difference between gender. and in comparing with obtained gains in the level of behavior related interpersonal relations skills between experimental and control group, experimental group and mixed class(male * female) come into effect, and there is no difference between classes.
Second, leisure activities-centered transition education come into effect on facilitating their social skills.
In particular, the mixed class(male * female) have shown high scores. also, In comparing with obtained scores in the level of social skills sub-domains(cooperation, self-assertion, self-control) between experimental group and control group, the mixed class(male * female) have appeared more scores than those of male group and female group, but there in no difference between middle and high school students.
The findings of this study demonstrate that leisure activities-centered transition education effective on facilitating their interpersonal relations skills and social skills. Therefore, school should provide students with mental retardation with various leisure activities, and The researcher have a thought that when planning IEP(Individualized Education Program) fitting at the level of students, if manage the goal and object of leisure activities, effectiveness of the special education should be elevate.
The suggestions drawn from what to be discussed in this study were as fellows;
First, the researcher expect that if applied leisure activities-centered transition program to elementary students more effective than those of middle·high school. and should be made leisure activities programs fitting their level.
Second, when make a inclusive settings in order to facilities the effect of social skills and interpersonal relations skills, should be developed · applied the leisure activities program, which enable students with disabilities to do the educational activities together with peer without disabilities.
Third, leisure activities for the mentally retarded should be harmonical teachers for the disabilities with parents, community personnels, and regular teachers in order to more elevate the its effect. Under the circumstance, The followings studies should be acted on how to make a network for social support and how to teach for using leisure facilities in the community.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 문제 = 4
• 3. 용어 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 전환교육과 여가활동 = 7
• 2. 정신지체 학생의 여가활동 = 26
• 3. 여가교육과 대인관계 = 35
• 4. 여가교육과 사회적 기술 = 37
• 5. 연구 가설 = 41
• Ⅲ. 연구 방법 = 43
• 1. 연구대상 = 43
• 2. 연구설계 = 44
• 3. 연구도구 = 44
• 4. 연구 절차 = 47
• 5. 자료 처리 = 49
• Ⅳ. 연구 결과 = 51
• 1. 대인관계 하위영역 분석 결과 = 51
• 2. 사회적 기술 하위영역 분석결과 = 62
• Ⅴ. 논의 = 78
• 1. 방법에 대한 논의 = 78
• 2. 결과에 대한 논의 = 83
• Ⅵ. 결론 및 제언 = 89
• 1. 결론 = 89
• 2. 제언 = 90
• 참고문헌 = 92
• Abstract = 104
• 부록 Ⅰ 여가활동 프로그램 = 107
• 부록 Ⅱ 대인관계 기술 검사지 = 184
• 부록 Ⅲ 사회적 기술 평정 척도 = 186