손담을 활용한 의사소통 중재가 시각중복장애 학생의 의사소통 반응 행동에 미치는 영향

이은주,박은혜 한국보완대체의사소통학회 2022 보완대체의사소통연구 Vol.10 No.2

Background and Objectives: This study examined the effect of the SON-DAM on communication response behavior in three students with visual and multiple disabilities who have difficulty using spoken language. Method: This study used a multiple baseline probe technique. The experiment was conducted in the order of target vocabulary selection, research assistant teacher training, baseline, intervention and maintenance. The intervention consisted of vocabulary acquisition training in a classroom environment and functional vocabulary training in a natural environment. Results: All three students showed positive changes in their communication response behaviors after communication intervention using SON-DAM. Compared to the baseline, the frequency of communication response behaviors increased, and various communication response behavior patterns were used. The increased frequency of communication response behaviors of the three students was maintained at a higher level than the baseline after the communication intervention was finished. Conclusion: These results suggest that communication intervention using SON-DAM has positive effects on the frequency and maintenance of communication response behaviors of students with visual and multiple disabilities. This study confirmed the possibility of developing communication skills for students with visual and multiple disabilities whose appropriate communication means were not established until adolescence.

부모-자녀간 의사소통의 개방성과 형제자매의 장애에 대한 지각이 비장애형제자매의 자아존중감에 미치는 영향

서진실,박혜준 한국특수교육학회 2009 특수교육학연구 Vol.44 No.3

The purpose of this study was 1) to investigate openness of parent-child communication, perception about disabilities, and self-esteem according to socio-demographic factors(gender, age, and perceived family income) and disability related factors(severity of disabilities and support program participation), 2) to investigate the relations among parent-child communication, perception about disabilities, and self-esteem of adolescents with siblings with special needs. Subjects were one hundred and eighty-three 10- to 18-year-old adolescents who have siblings with special needs. The statistical methods adopted for the data analysis were frequency, means, percentages, standard deviations, t-test, ANOVA, Pearson's correlations, and multiple regression using SPSS 12.0 for Windows. Major findings were as follows: 1. Female adolescents' perceived openness of mother-child communication and perception about disability related communication were more positive than that of male. 2. Adolescents who perceived their family income as 'high' reported more openness of parent-child communication, lower levels of fear about disabilities and higher self-esteem. 3. Adolescents with siblings with severe disabilities reported significantly low self-esteem. 4. Adolescents who had participated in support program perceived that they could talk to parents, friends, and other adults about disabilities more openly than adolescents who had not participated in any program. 5. Self-esteem was significantly influenced by openness of father-child communication, perception about disabilities, perceived family income and severity of disabilities. The strongest factor affecting self-esteem was the openness of father-child communication. 이 연구는 가족체계론적 관점에 근거하여 부모-자녀간 의사소통의 개방성과 형제자매의 장애로 인한 상황에 대한 지각이 비장애형제자매의 자아존중감에 미치는 영향을 살펴보고자 하였다. 이를 위해 서울과 경기 지역에 거주하는 비장애형제자매 183명의 설문지를 분석하여 사회·인구학적 변수와 장애 관련 변수에 따른 부모-자녀간의사소통의 개방성, 장애에 대한 지각, 자아존중감의 차이 및 변수간의 상관관계를 살펴보았다. 그리고 그 결과를 토대로 각 변수가 자아존중감에 미치는 영향력을 파악하였다. 결과적으로 가정의 소득수준에 대한 지각과 형제의 장애등급, 아버지와의 의사소통의 개방성, 장애에 대한 지각이 비장애형제자매의 자아존중감에 유의한 영향을 미치는 것으로 밝혀졌다. 그러나 아버지와의 의사소통의 개방성과는 달리 어머니와의 의사소통의 개방성은 비장애형제자매의 자아존중감을 예측하지 못하였다.

학령기 경도 지적장애아동의 의사소통조망수용 조건에 따른 참조적 의사소통 특성

황하정(Ha Jeong Hwang) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.4

Purpose: This study was designed to determine the characteristics of referential communication in school-age children with mild intellectual disabilities. Methods: This study consisted of two groups: 21 school-age children with mild intellectual disabilities who had the language abilities of 6- to 9-year-olds and a control group of 24 language-matched children. The two groups were compared to determine the characteristics of referential communication in school-age children with mild intellectual disabilities. Results: The listener role task of referential communication was based on communicative perspective-taking. The school-age children with mild intellectual disabilities displayed a significantly lower performance than the control group under privileged ground conditions. The speaker role task of referential communication was based on communicative perspective-taking. A significantly lower performance was observed in the school-age children with mild intellectual disabilities than the control group under baseline conditions and privileged ground conditions. In the listener role task of referential communication, the control group showed a positive correlation between the privileged ground conditions and performance intelligence quotient. However, the school-age children with mild intellectual disabilities showed no significant difference. In the speaker role task of referential communication, the school-age children with mild intellectual disabilities showed a positive correlation between baseline conditions and performance intelligence quotient.Conclusions: The results of this study indicate that school-age children with mild intellectual disabilities have lower referential communication performance than the language-matched control group. These results were influenced by factors of communication such as perspective-taking conditions and showed lower performance in privilege ground conditions.

Development of a Communication Method Using Real and Symbolic Objects for Children with Visual Impairment and Other Disabilities

( Hyesun Joo ),( Hae-gyun Lee ) 대구대학교 한국특수교육문제연구소 2018 한국특수교육문제연구소 학술대회발표자료집 Vol.2018 No.1

The number of students with multiple disabilities, particularly with visual impairment and intellectual disability, is consistently on the rise, and their disabilities are becoming more severe. Communication with students with visual impairments and other disabilities, where severity and types of disabilities run the gamut, is an important factor in understanding and interacting with them as well as is a basis for protecting their rights to communicate with others and live as a member of society. However, their families and teachers are troubled due to the lack of knowledge in the appropriate communication method, and the students themselves are in difficult situation because despite the fact that they are already expressing themselves through their own ways, their expressions of even the very basic needs are not understood. This hampered communication may eventually manifest as problematic behaviors and in some cases, have adverse effects on students’ health or hinder prompt treatment for their conditions because their expressions of physical discomfort are not understood. Thus, it is direly important to develop a method of communication for students with visual impairment and other disabilities. This study explored communication methods that enable students with visual impairment and other disabilities that have difficulty with verbal communications to interact with others at home or school using actual or symbolic things. Detailed application process and the results will be presented.

부-자녀 의사소통 놀이가 비장애형제의 스트레스에 미치는 영향

박은정,윤창영 한국아동심리재활학회 2009 놀이치료연구 Vol.13 No.3

The aim of the study is to examine effects of a father-child communication play on stress of the non-disabled sibling of the disabled. The subjects of the study were selected as follows. Recommended by a regular gathering of the mothers with disabled children, non-disabled siblings who had difficulties at school, in peer and family relationships were subjected to a general stress test. Among them the highest third on the stress level, that is six children, were grouped into a control group and a experimental group for three children per group. The research task was to examine effects of the father-child communication play on the stress reduction of the non-disabled sibling of the disabled. The stress reduction included changes in stress scales, stress behavior, and father-child communication. The program applied in the study was designed to measure self-exposure, recognition and expression of emotions, communication skills enhancement, family relationship, and problem solving as a moderating strategy. It was also designed by utilizing a therapeutic element of the play. The program was implemented once a week for 12 weeks and each session was comprised of relaxation activity for 20 minutes, structuring activity for 30 minutes, discussion for 10 minutes, and free play for 10 minutes. To measure changes of the stress of the non-disabled sibling, the daily stress was measured before and after the program for comparison. Furthermore changes in father-child communication were examined by the score comparison for each category of the father-child communication scales in each session by initial, in-session, and post-session assessments. The results of the study are as follows. The father-child communication play reduced the stress of the non-disabled sibling. More specifically the stress scale decreased, stress behavior decreased, and father-child communication scale increased. Accordingly the father-child communication play presented in this study had a positive effect on reducing the stress of the non-disabled sibling. 본 연구는 부-자녀 의사소통 놀이 프로그램이 장애아 가정의 비장애형제의 스트레스에 미치는 영향을 알아보기 위해서 실시하였다. 연구 대상은 K시 장애아 가정의 어머니 모임에서 학교생활, 또래관계, 가족 관계에 어려움이 있다고 의뢰된 아동 중 일상적 스트레스 검사를 실시하여 상위 1/3에 속하는 아동 6명을 선정하여 통제집단과 실험집단 각각 3쌍씩 배정하였다. 프로그램은 자기 노출, 감정 인식 및 표현, 의사소통 기술 증진, 가족 관계 및 문제 해결을 중재 목표로 하고 놀이의 치료적 요인을 활용하여 구성하였다. 비장애형제의 스트레스 변화를 알기 보기 위해 사전·사후에 일상적 스트레스를 측정하여 결과를 비교하였다. 또한 부-자녀 의사소통을 알아보기 위해 기초선·처치·처치 후로 나누어 매 회기마다 부-자녀 의사소통 척도의 항목들에 대해 점수로 평가하였다. 본 연구의 결과는 다음과 같다. 부-자녀 의사소통 놀이는 비장애형제의 스트레스를 감소시켰다. 구체적으로 살펴보면 스트레스 척도에서 점수가 감소되었으며, 스트레스 행동이 감소하였고, 부-자녀 의사소통 척도에서 점수가 향상되었다. 따라서 본 연구는 소수 사례에게 단기 프로그램으로 실시하여 일반화하는 데 제한점이 있으나, 부-자녀 의사소통 놀이 프로그램이 비장애형제의 스트레스를 감소시키는 데 효과적이었음을 알 수 있었다.

중도·중복장애 아동에 대한 ‘정동적(精動的) 의사소통 평가(ACA)’ 실행연구

지하나(Hana Ji),이숙정(Sukjeong Rhie) 한독교육학회 2014 교육의 이론과 실천 Vol.19 No.1

본 연구에서는 중도·중복장애 아동과의 의사소통 뿐 아니라 의사소통에 대한 진단 및 중재의 어려움을 인식하고, 이들에 대한 의사소통 평가를 진단-사정-평가를 아우르는‘정동적 의사소통 평가(Affective Communication Assessment: ACA)’를 통해 실시하였다. 특히 실행연구를 통해 ACA의 과정적 특성 및 의사소통 범주를 파악한 결과, ACA의 계획, 실행, 관찰, 반성 과정을 거쳐 중도·중복장애 아동의 의사 소통 행동을 포괄적, 확장적으로 포착할 수 있다. ACA의 관찰 단계에서는 주로 신체, 정서적 차원에서 드러나는 중도·중복장애 아동의 정동적 의사소통 행동 레퍼토리와 범주를 포착하였고, 확인단계에서는 아동이 보인 다양한 정동적 의사소통 행동을 재확인하고, 이에 기반을 둔 중재 단계에서는 아동의 잠재적 의사소통 행동을 바탕으로 적절한 교육적 지원을 실행한 결과 아동의 의사소통 행동이 확장됨을 알수 있었다. 나아가 대상자와의 원활한 의사소통 진단 및 중재를 위해 의사소통 파트너의 세심한 관찰과 응답의 필요성과 추후 포괄적 평가와의 연계성을 논의하였다 The children with severe and multiple disabilities have difficulties of communication and learning activities. The purpose of this study is to expose the consistent communication repertories of children with severe and multiple disabilities by applying of Affective Communication Assessment (ACA) and to expand communication possibilities between child and their communication partner. One child with severe and multiple disabilities participated in this study. Major results are summed up as follows: First, it was important to figure out her communication repertories sensitively. For this, we applied ACA that figure out early communication repertories. Second, we found out her potential communication repertories in observation stage. These were identified again and realized their meaning in identification stage. In intervention stage, by extending existing repertories and capitalizing on new behaviors, we feel it is possible to generalize and shape the affective communication toward intentional signaling. For these result, we realized that communication partners should communicate highly sensitive and reactive with children with severe and multiple disabilities.

장애유아가 식사활동 중 대화상대자와 상호작용하기 위한 의사소통 시도와 의사소통 형태 분석

권주석 한국지적장애교육학회 2014 지적장애연구 Vol.16 No.2

본 연구는 장애유아가 식사활동 중에 대화상대자와 상호작용하기 위한 의사소통 시도와 의사소통 형태를 알아보기 위한 연구이다. 이를 위하여 장애유아의 부모를 대상으로 사전교육을 실시하고 3일간 유아의 식사행동을 관찰한 후 장애유아가 사용한 의사소통 시도와 의사소통 형태를 질문지에 표시하도록 하였다. 그 결과는 집단별 평균에 의한 분산분석에 의하여 분석되었다. 본 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 장애유아가 식사활동 중 대화상대자와 의사소통을 시도하는 형태와 빈도는 성별, 장애유형, 그리고 장애정도에 따라 다른 것으로 나타났다. 둘째, 장애유아가 식사활동 중에 사용하는 의사소통 형태는 비언어적 발달 수준이며, 장애정도가 가벼울수록 언어적 의사소통 형태를 더 많이 사용하였다. 이에 따라 장애유아의 의사소통 중재전략은 언어적 맥락, 장애유아의 언어능력, 언어 기능에 따라 다양화 할 필요가 있음을 제시하였다. 또한 장애정도를 고려하여 적절한 중재전략을 모색하고, 다음 발달단계를 고려한 지도전략을 모색할 필요가 있음을 제안하였다. The objective of this study was to analyze communication trials and patterns of the preschool children with disability while interact conversation partners on the meal times. The subjects were 49 preschool children with disability. To collect data, the researchers pre-instructed the subjects`` parents before observing the communication behavior on the meal time for 3 days. After the observation, the parents answered questionnaire regarding communication behavior of subjects on the last meal times. The results were as follows. First, the communication trials and patterns of the preschool children with disability were different for sex, disability pattern, and degree of disabilities. Therefore, the environment which preschool children with disability can actively try to communicate or effect of communication context should be analyzed. Second, communication level of the preschool children with disability was non-verbal communication level and as the disability was more severe the subjects used more non-verbal communication. Therefore, the intervention strategy for the preschool children with disability should be more diversified. Also, the degree of disability should be considered to choose appropriate intervention strategy.

지적장애인과의 의사소통 증진에의 쟁점 이해

김진우,송남영 한국사회복지질적연구학회 2010 한국사회복지질적연구 Vol.4 No.2

This research is to explore how staff in the residential care facilities understand on communication with people with learning disabilities and to identify the conflicts in the process of delivering the service. As the results of the research, first of all, the level of understanding of service providers on communication with people with learning disabilities. Secondly, in the process of developing communication drawing board and pictures there needs to approach not from the developer but the right people with learning disabilities. Thirdly, there also needs to speculatively consider visual materials such as pictures and cartoons. Fourthly, there needs to control in accordance to the degree of disabilities in developing questionaries and deciding the size of information given. Through this research it suggest further understanding on the way of communication with people with learning disabilities, the effectiveness in providing the information, and specific ways of approaches in enhancing the level of communication with people with learning disabilities. 본 연구는 지적장애인이 장애인거주시설에서 거주서비스 제공과정별로 필요한 시각자료를 개발하는과정에서 제기되는 다양한 쟁점들을 드러내는데 그 목적이 있다. 이를 위해 지적장애인에게 있어서의의사소통의 의미를 살펴보고 장애인거주시설 직원과 이용자들에 대해 지적장애인과의 의사소통에 대한인식과 개발과정에서 마련된 시각자료에 대해 어떻게 이해하는지를 면접을 통해 파악하고자 하였다. 연구결과 첫째, 직원들의 지적장애인의 의사소통에 대한 이해가 낮게 나타났고, 둘째, 시각자료 개발과정에서 개발자의 의견과 달리 많은 부분에서 이용자는 달리 이해하고 있어 이용자 중심의 시각자료개발이 반드시 수반되어야 하며 셋째, 삽화등 시각자료와 함께 활용될 질문지 등 문자자료 또한 적절한 정보량을 담보하고 있어야 한다는 것을 알 수 있었다. 앞으로도 지적장애인의 의사소통 방식 이해, 삽화 등 시각자료 활용 및 의사소통지원을 위한I-Card 작성 및 보급이 필요하다고 본다.

지적장애인의 의사소통에 대한 부모와 시설종사자의 경험에 관한 연구

김민영,김진우 한국사회복지질적연구학회 2011 한국사회복지질적연구 Vol.5 No.2

This study aims to examine communication of People with Intellectual Disabilities to understand the experiences of their parents and caretaker workers in support facilities and look into the essence of their experiences in communication with People with Intellectual Disabilities people. The answers to the questions were as follows: mothers’ experience toward communication with their children was described as protective (obligated) while workers’ experience was expressed as unilateral and exclusive. Mothers and workers also answered to the three other questions as follows: “My child damaged with intellectual disability” “Someone I should take responsibility for/ someone I cannot take responsibility for” “lack of opportunities in the social environment” “social perception against communication with People with Intellectual Disabilities” “learning starts changes” “transfer of a society without being hurt” "customized facilities and implementation of P/G” and “promoting public awareness of universal communication.” These keywords show that mothers and workers feel the need to communicate with People with Intellectual Disabilities, but they face limitations due to the negative social perception and environment. In addition, the research outcome gives us theoretical and practical implications. First, theoretical implication is that the study serves as an opportunity to examine and look further into the essence of the challenges mothers and workers of People with Intellectual Disabilities experience. Second, the practical implication is that the study provides an opportunity to examine the practical intervention strategy of social welfare by applying the causes of the challenges to various disability paradigms. 본 연구는 지적장애인의 의사소통에 대한 부모와 시설종사자의 경험을 이해하고, 그들이 이해하는 지적장애인의 의사소통에 대한 경험의 본질을 탐구하는데 목적이 있다. 이를 위해 현상학적 연구방법을 기반으로 한 심층면접을 실시하였다. 경험의 본질을 놓고 분석한 결과 ‘부모의 의사소통에 대한 경험 : 보호적(의무적)’, ‘시설종사자의 의사소통에 대한 경험 : 일방적,(폐쇄적)’, ‘’지적장애‘라는 손상을 가진 내 아이’, ‘책임져야하는 존재, 책임지지 못하는 존재’, ‘환경적 기회부족’, ‘의사소통을 꺼려하는 사회적 인식’, ‘배움이 변화의 시작’, ‘상처받지 않아도 되는 사회로의 전이’, ‘맞춤식 시설체계 및 프로그램 구현’, ‘보편적 의사소통에 대한 인식 개선’으로 나타났다. 이러한 주제묶음들은 결국 지적장애인과의 의사소통이 필요하다고 느끼고 함께 소통하고 싶지만, 사회적 인식, 여건이 여의치 않아 제한받고 있는 지금의 모습이라는 하나의 현상으로 정리해 볼 수 있다. 본 연구결과로는 지적장애인의 의사소통에 대한 개인적 책임에서 사회적 책임으로의 변화와 의사소통의 중요성을 재조명해주고, 지적장애와 의사소통이라는 특수한 이론적 접근의 필요성을 제기하고 있다.

청각장애학교 교사의 청각중복장애 학생 교육에 대한 인식과 요구

최상배,조성하 대구대학교 한국특수교육문제연구소 2023 특수교육저널 : 이론과 실천 Vol.24 No.2

[Purpose] The purpose of this study is to investigate the awareness and demands of deaf school teachers regarding deaf students with multiple disabilities. [Method] A focus group interview was employed as the research method. Six deaf school teachers participated in this study. [Results] First, the ratio of deaf students with multiple disabilities continually increased over time. There are many difficulties in educating deaf students with multiple disabilities due to the lack of methods for diagnostic evaluation and placement, large individual differences between students, lack of educational materials, and teachers' lack of knowledge related to the deaf with multiple disabilities. Second, to educate the deaf with multiple disabilities, deaf schools are making efforts to provide human and material support by operating classes separately, and they are providing specialized services to improve functional ability. Third, for the future-oriented education of the deaf with disabilities, it is necessary to set the methods for the evaluation and placement of deaf students with disabilities, and to train and place qualified teachers through teacher preparation and training courses. In addition, the curriculum modification and a collaborative approach between experts were suggested. In order to improve the communication skills of the deaf with disabilities, it is necessary to strengthen visual communication, use various communication modes, and teach functional communication. [Conclusion] This study can be used as basic data for the development of interventions for deaf students with multiple disabilities in the future. [목적] 이 연구는 청각장애학교 교사를 대상으로 청각중복장애 학생의 교육 현황과 제공하고 있는 교육적 지원 그리고 개선방안 알아보기 위하여 실시되었다. [방법] 6명의 청각장애학생 교육 전문가를 대상으로 초점집단면담을 실시하였다. [결과] 첫째, 청각중복장애 학생의 교육 현황을 살펴보면, 청각중복장애 학생의 출현율이 과거에 비해 점차 높아지고 있으나, 청각중복장애 학생에 대한 진단평가 및 배치에 관한 기준의 부재, 학생 간 큰 개인차, 교육자료의 부족 및 공유 미흡, 교사의 청각중복장애 관련 지식의 부족으로 인해 청각중복장애 학생의 교육에 어려움이 많은 것으로 나타났다. 둘째, 농학교에서는 청각중복장애 학생을 교육하기 위해 중복학급을 별도로 설치하여 인적․물적 지원을 제공하고, 기능적 학업능력 향상을 위한 특화된 서비스 제공에 노력을 기울이고 있었다. 셋째, 발전적인 청각중복장애 학생의 교육을 위해서는 학생 평가 및 교육적 배치기준을 마련하고, 교사 준비교육과 연수 과정을 통해 자격을 갖춘 교사를 양성하고 배치하는 방안의 필요성이 제기되었다. 또한 교육과정을 재구조화하고 전문가 간 협력적 접근의 필요성이 제기되었다. 청각중복장애 학생의 교육에 있어서 의사소통 능력의 향상은 중요한 과제이며, 이를 위해서는 시각적 의사소통 강화, 다양한 의사소통 양식의 사용, 기능적 의사소통 지도의 필요성이 제기되었다. [결론] 이 연구는 향후 청각중복장애 학생을 위한 중재연구의 기초자료로 활용될 수 있을 것이다.