Asperger Syndrome영재의 이해

• 영문명: Understanding of the Gifted Children with Asperger s Syndrome
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 문태형(Moon, Taihyong)
• 간행물 정보: 『지체.중복.건강장애연구』제49권, 387~401쪽, 전체 15쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.01.30

국문 초록

본 연구는 영재교육에 대한 국가적 관심의 고조 속의 이면에서 아직은 응달에 있는 장애영재에 대한 연구의 일환으로 AS영재에 대한 탐색을 목적으로 한다. 대부분의 AS에 대한 연구는 평균 혹은 평균이하의 지능을 지닌 아동들에 초점을 두고 있으나 영재아동에 있어서의 AS에 대한 검토는 거의 이루어지고 있지 않는 상태이다(Barber, 1996; Neihart, 2000). 본 연구에서는 AS와 영재의 특성을 비교하고, 다음으로 AS와 영재를 동시에 지닌 AS영재의 일반적 특징, 판별절차 및 교육적 처방을 기술하였다. AS영재란 AS의 증상을 보이면서 동시에 영재아동의 특성을 보이는 장애영재이다. AS영재들은 풍부한 어휘력과 강도 높은 주의집중이 가능하며 대단한 수준의 기억력과 감각적 민감성을 지니고 있다. 그러나 단순한 기억력을 요구하는 과제를 선호하며, 타인의 관점을 이해하지 못하거나 언어 이해능력이 뒤지는 특성을 동시에 보인다. 특징상 AS영재란 AS와 영재성이 동시에 나타나는 것으로 AS와 영재성이 서로에 의해 감춰져, 영재성 혹은 AS의 판별이 어렵다. Neihart(2000)은 대체로 AS영재아동이 교육적 중재를 받아야 하는 영역은 학습, 사회화, 행동의 세 영역을 들고 있다. 학습장애영재나 ADHD영재에 대한 교육적 처방과 중재에 대한 연구(Baum, Owen, Dixon, 1991; Webb & Latimer, 1993)가 진행되고 있는 것과 같이 AS영재에 대한 연구와 이들을 위한 교육적 중재방안 개발에 대한 관심도 더 확장되어야 할 것이다.

영문 초록

The gifted children with Asperger s Syndrome(AS) are those who have Asperger s Syndrome and giftedness simultaneously. Most researches on Asperger s Syndrome focus on children with average or below average intelligence and rarely focus on AS with high level intelligence or giftedness. AS shows very similar characteristics that gifted children do. Both groups pay attention to only what they want to attend and show overexcitability to some stimuli. But both groups are different in some aspects. Most significantly, the language of AS is very pedantic with some unique vocabulary, which make the listener believe that the AS children truly understand what they are speaking. In social area, AS do not understand appropriately social cues in social interaction. AS gifted have verbal fluency but their language is very pedantic and seamless. They also have high level memory ability, strong attention and sensual sensitivity. But they prefer tasks requiring simple memory. Furthermore, they do not understand social custom and convention, and do not recognize how others perceive them. Educational intervention for AS gifted children should extend over learning, socialization, and behavioral areas. Research on the educational intervention and other efforts for the gifted children with learning disorders and ADHD have been widely achieved. The same efforts should be also pursued for the gifted children with AS. The gifted children with Asperger s Syndrome(AS) are those who have Asperger s Syndrome and giftedness simultaneously. Most researches on Asperger s Syndrome focus on children with average or below average intelligence and rarely focus on AS with high level intelligence or giftedness. AS shows very similar characteristics that gifted children do. Both groups pay attention to only what they want to attend and show overexcitability to some stimuli. But both groups are different in some aspects. Most significantly, the language of AS is very pedantic with some unique vocabulary, which make the listener believe that the AS children truly understand what they are speaking. In social area, AS do not understand appropriately social cues in social interaction. AS gifted have verbal fluency but their language is very pedantic and seamless. They also have high level memory ability, strong attention and sensual sensitivity. But they prefer tasks requiring simple memory. Furthermore, they do not understand social custom and convention, and do not recognize how others perceive them. Educational intervention for AS gifted children should extend over learning, socialization, and behavioral areas. Research on the educational intervention and other efforts for the gifted children with learning disorders and ADHD have been widely achieved. The same efforts should be also pursued for the gifted children with AS.

목차

Ⅰ. 서론

Ⅱ. Asperger syndrome과 영재의 유사성과 차이점

Ⅲ. AS영재의 판별과 교육적 중재

Ⅳ. 결론

키워드

영재 아스퍼거 신드롬 아스퍼거 신드롬 영재 the giftd Asperger s Syndrome the gifted with Asperger s Syndrome