다중요소로 구성된 지역사회중심교수가 일반고등학교 정신지체학생의 지역사회활용기술 수행에 미치는 영향

Effects of the community-based intervention package using the multi-components on the independent performance of community use skills in high school students with mental retardation

본 연구에서는 일반고등학교 특수학급에 재학중인 3명의 정신지체학생에게 같은 학교에 재학 중인 비장애학생 4명이 참여하는 다중요소로 구성된 지역사회중심교수를 실시하여 장애학생 3명의 지역사회활용기술의 습득, 일반화, 및 유지에의 효과를 활동간 단일대상연구 설계를 이용하여 알아보았다. 지역사회활용기술은 지하철 이용하기, 패스트후드점 이용하기, 노래방 이용하기였으며, 지역사회중심교수는 다중요소로 구성되었는데, 생태학적 평가, 다양한 교수장소와 동료지원 활용, 일반교수사례, 시각적 단서, 반응촉진법이 교수요소로 포함되었다. 본 연구에서는 장애학생에게 비장애학생이 참여하는 지역사회중심교수를 실시한 결과, 지하철, 패스트후드점, 노래방 이용하기의 지역사회활용기술이 습득되었으며, 이미 습득된 지역사회활용기술이 다른 장소에서도 일반화되었고, 습득된 지역사회활용기술이 교수가 종료된 후에도 유지되었다. 이러한 연구 결과를 통해서 장애청소년의 지역사회활용기술 수행의 증진을 위한 다양한 교수전략의 개발과 활용 측면과 일반고등학교에서의 장애청소년의 통합교육의 확산 측면에서 논의가 제공되었다.

The purpose of this study was to investigate the effects of community-based intervention package using the multi-components on the independent performance of community use skills in high school students with mental retardation. Three high school students with mental retardation and four typical peers in an inclusive school participated in this study. The effects of the intervention on the dependent variables were monitored using a single subject multiple probe design across activities. The specific skills of interest were using subway, fast food restaurant, and music Karaoke in their communities. The instructional strategies of the intervention package consisted of ecological assessments, use of the various instructional settings, peer support, general-case instruction methods, visual cues and response prompting procedures. The results of this study indicated as follows: First, the target students' skills on using subway, fast food restaurant, Karaoke were improved with the community-based intervention package. Furthermore, the students' improved skills were generalized in non-trained setting and maintained after withdrawing the intervention. Second, it was observed that the students?capability on the independent performance in their community were empowered. The friendships between the target students and their peers were established and the peers?perspective on the target students was changed as well. The results of this study suggested that the community-based intervention package with peer support using the multi-components would be very effective on increasing the community use skills of students with mental retardation.