발달장애 아동의 놀이치료에서 감각통합의 치료적 의미에 관한 고찰

A consideration of the therapeutic meanings of sensory integration in play therapy for children with a Developmental disorder

본 논문은 발달장애아동에게 제공하는 치료교육 프로그램이 특수교육에서는 감각통합훈련, 작업치료에서는 감각통합치료, 놀이치료에서는 상호작용 증진 활동이라는 이름으로 교육 및 치료목표가 각기 다르게 제시되고 있지만 아동들에게 제공하는 놀이 활동의 내용은 비슷하다는데 초점을 맞추었다. 연구내용은 첫째, 발달장애아동들이 보이는 감각 및 운동의 특이성을 감각통합의 이상이라는 측면에서 발달장애아동의 특성과 감각통합, 감각통합 치료와 감각통합의 이상, 감각통합 기능의 연령별 특성에 대해 살펴보았다. 둘째, 감각통합치료 프로그램과 놀이치료를 비교하기 위해 감각통합치료 프로그램을 제시하였고, 놀이치료에서 제공하는 놀이 활동을 아동의 장애 수준에 따라 치료접근 및 놀이자료 구조화 유무, 아동의 정서적 생동감과 부모의 정서적 유용성이라는 측면에서 정서활성화에 중점을 둔 부모-자녀 상호작용 증진 활동에 대해 제시하였다.

This study focused on the fact that the therapy and education programs provided to children with a developmental disorder have different names and goals of education and therapy but offer similar play activities and contents applicable to children. The program is called sensory integration training in special education, sensory integration therapy in occupational therapy, and activities to promote interaction in play therapy. The research was carried out as follows: first, considering that the unusual senses and movements of children with a developmental disorder are attributed to a disorder to their sensory integration, an investigation was conducted into the characteristics of such children, sensory integration, sensory integration therapy, disorder to sensory integration, and the characteristics of sensory integration functions according to age. Second, a program of sensory integration therapy was suggested to compare sensory integration therapy and play therapy. In play therapy, the activities to promote interaction between the parents and children with a focus on children's emotional activation were suggested in the aspects of therapy approaches and structurization of play materials according to the disability level of the children, the children's emotional vitality, and the parents' emotional availability.