장애이해 프로그램이 일반 중학생의 장애학생에 대한 태도에 미치는 효과

• 영문명: The Effects of a Disability-awareness Program on the Attitudes of Middle School Students without Disabilities toward Those with Disabilities
• 발행기관: 한국특수교육학회
• 저자명: 류경숙(Ryu Gyung-Sook) 김영일(Kim Young-il)
• 간행물 정보: 『특수교육학연구』제40권 제1호, 321~337쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.06.01

국문 초록

본 연구의 목적은 일반 중학생을 대상으로 장애이해 프로그램을 실시함으로써 일반 중학생의 장애학생에 대한 태도가 변화하는지 알아보는 것이었다. 본 연구는 준실험설계의 하나인 비균등 통제집단 설계에 따라 G광역시 J중학교 1학년 두 학급 총 70명의 학생을 대상으로 수행했다. 장애이해 프로그램은 장애에 대한 정보제공, 장애체험, 장애인과의 접촉, 집단토론 등의 요소를 포함했으며, 각 회기는 45분간이었고 1주 2회, 총 5주간 실시했다. 일반 중학생의 장애학생에 대한 태도는 장애학생의 수용성과 장애학생과의 활동선호도를 측정하는 도구를 사용하여 장애이해 프로그램 전·후에 각각 측정했다. 연구결과, 장애이해 프로그램은 일반 중학생의 장애학생에 대한 태도 변화에 유의미한 차이를 가져왔으나 그러한 프로그램 효과는 성별에 따라 차이가 없었다. 이와 같은 결과를 근거로 일반 중학교에서 실시하는 장애이해 프로그램이 일반 중학생의 장애학생에 대한 태도 변화에 긍정적인 영향을 미칠 수 있다는 점과 그것이 통합교육의 사회심리적인 환경 조성에 필요한 요소임을 논의했다.

영문 초록

The purpose of this study was to investigate the effects of a disability-awareness program on improving the attitudes of students without disabilities toward those with disabilities. Two seventh-grade classes at a middle school in Gwangju metropolitan city were recruited for the participation in this study with the consent from their homeroom teachers. The classes were randomly assigned by flipping a coin either to the experimental group or the control group. The two groups did not differ from each other in gender, the number of families with disabilities, the experiences of inclusive education, and the frequency of visiting facilities for individuals with disabilities. This experiment was conducted using a nonequivalent control group design. A disability-awareness program was implemented by the researcher only to the experimental group, twice a week for five weeks from Oc. 27 to Nov. 29 in the year of 2003. In the program, students of the experimental group learned about major causes and characteristics of disabilities, participated in the simulation experiences of disabilities, discussed a variety of topics on disabilities, and had conversations with a special education teacher in their school and a mother of a student with mental retardation. To measure the attitudes of the participants toward students with disabilities, the Disability Acceptance Scale (Voeltz, 1980) and the Activity Preference Scale (Siperstein & Gottlieb, 1977) were administered by a teacher to both groups one week prior to the initiation of the program as well as after the termination of the program The major findings of this study were as follows: First, the disability-awareness program was found to be effective in increasing the disability acceptance level for the experimental group of students without disabilities. An analysis of covariance (ANCOVA) with the pretest score as a covariable revealed that there was a statistically significant difference between the experimental and control groups in the Disability Acceptance level at posttest. Secondly, the disability-awareness program was found to be effective in increasing the Activity Preference level for the experimental group. An ANCOVA with the pretest score as a covariable indicated that there was a statistically significant difference between the two groups in the Activity Preference level at posttest. Lastly, the effects of the disability-awareness program did not differ between boys and girls. Two-way analysis of variance with the group assignment and gender as two independent variables and pretest-posttest difference scores as a dependent variable did not reveal any significant difference. The results of this study indicate that a disability-awareness program appropriately designed for middle school students may positively change the attitudes of middle school students without disabilities toward those with disabilities. This study also implies that the creative activity class or homeroom class can be used for implementing disability-awareness programs for middle school students in regular school settings.

목차

요약

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의

Ⅴ. 결론 및 제언

참고문헌

Abstract