시각장애유아의 장애아통합어린이집 적응과정

Process of Adaptation to an Inclusive Child Care Center by a Young Child with Visual Impairment and Blindness

본 연구는 시각장애유아가 장애아통합어린이집의 물리적 공간, 일상생활, 교수활동에 적응하는 과정을 알아보는 것을 목적으로 하였다. 연구대상은 만 3세 한빛이었으며, 면담과 참여관찰을 통해 자료를 수집하였다. 연구 결과, 첫째, 한빛이는 물리적 공간에 적응하기 위해 긴 탐색 기간을 가졌고, 교사의 도움이 필요했지만 시간이 지나자 반복했던 활동과 교사의 끊임없는 상호작용을 통해서 스스로 하나씩 할 수 있게 되었고, 스스로 자신만의 단서를 찾고 시행착오를 겪으면서 환경에 익숙해지고 있었다. 둘째, 한빛이는 일상생활에 적응하기 위해 초기에는 교사 도움이 많이 필요했지만 점점 스스로 할 수 있는 일이 많아졌으며, 적응과정에서 어머니와의 협조가 많은 도움이 되었다. 셋째, 한빛이는 교수활동에 적응하기 위해 자유선택활동에서 교사들의 환경적 배려가 있었고, 자유로움이 많은 영역에서부터 놀기 시작했으며, 탐색 시간이 오래 걸렸지만 시간이 지나자 거의 모든 영역에 가 보게 되었고, 나름의 탐색방식으로 배워가고 있었으며, 교사의 도움을 받아 활동을 하나씩 하기 시작했다. 대집단 활동에서 초기에는 금방 산만해졌지만 칭찬을 통해 자신감을 얻어갔고, 조금씩 더 오랜 시간까지 집중할 수 있었으며, 활동에 참여하기 시작했다.

This study aimed to examine the process of adaptation by young children with visual impairment and blindness to physical spaces, an ordinary life, and teaching activities of inclusive child care centers. The subject was a three-year-old infant, named Hanbit, and data was collected through interviews and participant observation According to the study results, Hanbit spent a long time for exploration in order to adapt to the physical spaces, needed his teacher s help, but as time passed, became able to do things one by one for himself through repetitive activities and ceaseless interaction with his teacher and found his own clues for himself and became used to his surroundings through trial and error. Second, Hanbit needed much help from his teacher in order to adapt to his ordinary life at an early phase but gradually came to do many things for himself and assistance by his mother was greatly helpful to his adaptation process. Third, Hanbit received teachers environmental consideration in free play activities in order to adapt to teaching activities, and started to play in the areas with nmch freedom, and although it took a long time to explore things, as times passed, he visited all areas, learned with his own way of exploration, and started to do activities one by one with the help of his teacher. In the early phase of group based activities, he became soon unfocused but obtained self-confidence through praises and came to concentrate on things little by little for a longer time, and started to participate in activities.