참여모델을 적용한 태블릿 PC기반의 AAC중재가 통합된 장애학생의 의사소통행동에 미치는 영향

• 영문명: The Effects of Tablet PC Based AAC Intervention within the Inclusive Classroom
• 발행기관: 한국특수교육학회
• 저자명: 임장현(Lim, Jang Hyun) 박은혜(Park, Eun Hye)
• 간행물 정보: 『특수교육학연구』제46권 제2호, 85~106쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.09.30

국문 초록

본 연구에서는 통합환경에서 AAC중재를 통해 의사소통에 어려움이 있는 장애 학생의 의사소통행동에 어떠한 변화가 있는지 알아보기 위하여 1) 일반학급 교사를 지원하고 비장애 학생을 교수하는 일반학급 지원과, 2) 장애 학생에게 AAC프로그램 훈련, 어휘ㆍ상징 교수, 상호작용 교수를 제공하는 AAC 훈련으로 이루어진 중재를 제공하였다. 중재도구로는 하이테크 AAC도구의 특성을 가진 ‘마이토키’ 프로그램을 8.9인치 태블릿 PC에 설치하여 사용하였으며 연구 참여자는 서울과 경기도에 위치한 초등학교에 재학 중인 장애 학생 3명이었다. 의사소통행동은 총 빈도변화와 기능변화, 양식변화로 나누어 분석하였다. 본 연구 결과, 중재를 받은 세 학생 모두 의사소통행동의 빈도가 증가하였고 비교적 안정된 유지효과를 나타내었으며 기능이 다양화되었다. 또한 기초선 기간에는 나타나지 않았던 AAC양식의 사용빈도가 중재기간 동안 지속적인 상승세를 보이며 가장 높게 나타났고 이러한 경향은 유지에서도 동일하게 나타났다. 본 연구는 국내의 통합교육환경에서 일반학급 지원과 장애학생에 대한 AAC 지도를 포함하는 복합적인 중재요소를 가지고 하이테크 AAC도구를 적용하여 효과를 입증한 연구로서 그 의의가 있다고 볼 수 있다.

영문 초록

In Korea, most of AAC intervention studies were taken place in segregated settings. In consequence, dependent variables of the studies were mostly about the interaction with adults. Considering that communication should be functional and meaningful skills, more effort is required to teach AAC within inclusive education environment focusing on the interaction with nondisabled peers in natural school activities. This research was the first attempt to apply high-tech AAC for students with disabilities in Korean inclusive elementary school. Multiple baseline across subject design was used. Participants were 3 elementary students with disabilities who have difficulty to interact with peers verbally. Independent variable of this study was tablet PC based AAC intervention which has several important features. First, communication partner training for nondisabled peers and general educators as well as special educators who support the students with disabilities, were included. Second, AAC program used in this study was the newly developed Korean AAC software. Tablet PC was used in order to reduce cognitive and motoric difficulties in operating the system. Dependent variable of this study was the frequency of communicative behaviour of the students with disabilities in natural school routines. Both communicative behaviour using AAC device and the other modes such as gesture, vocalization and oral were included and separately analysed. Treatment fidelity and social validity was presented. Maintenance data were measured 3 weeks after the intervention was over. Data were analysed according to the communicative functions and modes of communication. The results of this research are as follows; First, Tablet PC based intervention enhanced number of the communication behaviour, functions and modes. Second, the enhanced communication behaviour was maintained after stopping the intervention. These results show that Tablet PC based AAC intervention through supporting integrated classroom and providing AAC instruction to students with disabilities enhanced communication behaviors of students with disabilities. Implications and suggestions for future research were presented.

목차

〈요약〉

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의

참고문헌

Abstract

키워드

통합교육 하이테크 AAC 의사소통 행동 태블릿 PC기반 음성산출도구 의사소통장애 inclusive education high tech AAC communication behavior tablet PC based voice output communication device communication disabilities