지적장애학생을 위한 통합음악교육 프로그램 개발 및 적용

A Study on Development and Application of an Inclusive Music Education Program for Students with Intellectual Disabilities

본 연구는 지적장애학생을 위한 통합음악교육 프로그램을 개발하고, 이를 학교현장에 적용함으로써 통합음악교육이 지적장애학생의 음악적 표현력 및 사회적 상호작용 능력에 미치는 효과를 고찰하는 것에 목적을 두었다. 이를 위해 지적장애아동의 발달적 특징, 현행 일반음악교육과정 및 특수음악교육과정과 교과서, 음악과 관련된 놀이 및 지도법 등을 분석하고, 통합교육을 위한 교수적합화를 거쳐 프로그램을 개발하였으며, 현장 적용을 통해 수정·보완하였다. 프로그램은 80분씩 8회기에 걸쳐 서울의 C초등학교에서 경도지적장애학생이 통합된 5학년 학급의 음악수업에 적용되었으며, 적용 후, 수업영상 전사자료, 연구자의 수업관찰일지, 담임교사 면담일지 등의 자료를 통해 결과를 분석하였다. 또한 연구 결과를 토대로 지적장애학생의 음악적·사회적 측면에서 나타난 변화 및 통합음악수업에 주는 시사점에 대해 논의하였다.

The purpose of this study is to develop and applicate an inclusive music program for the student with mild intellectual disabilities. The inclusive music program in this study was consisted of games, singing, playing and creating. These activities were to be designed for the interaction between students as well as the learning of musical concepts and expressive abilities of students. The developed program was implemented in C elementary school in Seoul from April, 2013 to July, 2013. The data was gathered through the instructor`s journals, video clips of classes, and the interviews with the homeroom teacher. The gathered data was analyzed and themes were induced and the conclusion was made based on the data analysis. Finally, the report was written based on the above data. The adaptation results of the inclusive music program are the following: First, the potentials of the students with Intellectual Disabilities were expressed. Second, the subject student reveals improvements in social skill. Third, the deficiency in coordination was found in the subject student, resulting in limitations of some learning activities. Her excess stubbornness against some learning activities and materials affects falsely in the inclusive music program. Fourth, the curricular adaptations increased the efficiencies of the inclusive music program.