통합학급에서 정착수업이 학습장애아동의 언어 상호작용에 미치는 효과 = The Effects of Anchored Instruction on the Verbal Interaction of Children with Learning Disabilities in Inclusive Classroom

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of anchored instruction on the verbal interaction of children with learning disabilities in inclusive classroom. The participants were two fourth-grade students with learning disabilities. This study employed an ABA design adapted from the single subject research. The anchored instruction intervention was implemented in seventeen class periods over five weeks in five phases: preparing for learning, watching the anchor, identifying the problem, solving the problem, and presentation and discussion. Results indicated that anchored instruction was effective for activating verbal interaction of students with learning disabilities. During the instruction, the students actively participated in learning not only with take helping from peers without disabilities but give helping to them.