일반학급 발달장애아동의 긍정적 행동 지원체계 개발을 위한 지원요소 분석

Analysis of Supporting Elements for Development of Positive Behavior Support System for Children with Developmental Disabilities in Regular Classes

본 연구는 일반학급에 재학하고 있는 발달장애아동의 문제행동을 예방하는데 활용할 수 있는 학교 전체 긍정적 행동 지원체계의 개발에 필요한 지원요소를 밝히는데 목적을 두고 발달장애아동의 긍정적 행동 지원을 위해 환경 재구조화, 아동의 능력 개발과 행동기능의 대체에 필요한 지원요소를 밝히는 것을 연구문제로 선정하였다. 본 연구는 전국의 6개 초등학교에 재학하고 있는 발달장애아동과 그들의 부모 및 통합학급 담임인 일반교육 교사 각각 31명씩을 선정하여 발달장애아동의 문제행동의 유무, 빈도 및 강도에 대한 일반교육 교사들과 부모들의 인식을 조사하여 비교․분석하였다. 본 연구의 결과 일반학급의 발달장애아동을 위한 학교 전체 긍정적 행동 지원체계의 개발을 위해서는 첫째, 발달장애학생을 학급의 구성원으로 인정하고 지원을 제공하는 심리적, 사회적 환경과 그들이 안전을 체감할 수 있는 물리적 환경으로 교실환경을 재구조화하는 보편적 지원을 제공하며, 둘째, 발달장애아동들만을 대상으로 놀이기술, 의사소통기술, 자기조정기술, 자기결정기술 등을 촉진하는 집단적 지원을 제공하고, 셋째, 특정 발달장애아동의 특정 문제행동별로 기능을 대체하는 기술습득을 지원하는 개별적 지원을 제공해야 하는 것으로 나타났다. 따라서 일반학급의 발달장애아동을 위한 학교 전체의 긍정적 지원체계는 모든 아동을 위한 보편적 지원에 필요한 교실의 물리적, 심리적 환경의 재구조화요소, 발달장애아동들만을 위한 집단적 지원에 필요한 놀이기술, 의사소통기술, 자기조정기술, 자기결정기술 등의 기술요소 및 특정 아동의 특정 문제행동을 위한 개별적 지원에 필요한 기능 대체요소를 중심으로 하여 개발되어야 한다고 할 수 있다.

The purpose of this study is analysing the elements for supporting needed to develop the school-wide positive behavior support system which could use appropriately to prevent problem behavior of children with developmental disabilities in regular classes. The questions of this study is identifying the supporting elements of environment, abilities, and function which is needed for school-wide positive behavior supports for problem behavior of children with developmental disabilities in regular classes. This study is done for 31 children with developmental disabilities, their 31 parents, and their 31 regular education teachers of inclusive classroom of 6 elementary schools of whole country. And this study reviews the types, frequency, and degree of problem behaviors of children with developmental disabilities and investigates the recognition of their regular education teachers of inclusive classroom through 'classification standards of problem behavior' and 'interview sheets for assessment of functional behaviors' developed by researcher. The results of this study by comparing and analysing in quality and quantity is as follow:First, the environment of classroom should be reconstructured for offering an universal supports by making the psychological environment admitting the children with developmental disabilities to be the member of classroom and making the physical environment where children with developmental disabilities can understand about its safety for school-wide positive behavior support about problem behavior of children with developmental disabilities in regular classroom. Second, it is needed to offer an group support only for the children with developmental disabilities to promote the self-regulate skills, social skills, and self-determination skills as well as the skills of play and communication skills for school-wide positive behavior support about problem behavior of them in regular classroom. Third, individual supports should be needed to alternate the function of specific problem behavior of each children by understanding about it for school-wide positive behavior support about problem behavior of children with developmental disabilities in regular classroom. As mentioned above, school-wide positive behavior support about problem behavior of children with developmental disabilities in regular classroom should be established an universal support based on elements of reconstruction of physical and psychological environments of classroom, group support centered on the acquiring skills of play, communication skills, self-regulate skills, social skills, and self-determination skills, and individual support for function of specific problem behavior of children with developmental disabilities.