일반환경에 소속된 특수유아의 통합교육(inclusion)을 위한 발달에 적합한 실제(DAP) 원리 적용에 대한 질적연구 = 특수유아의 놀이수준 변화의 의미 탐색

국문 초록 (Abstract)

본 연구는 일반교실에 소속된 특수유아의 통합교육의 실천적 교수전략으로 발달에 적합한 실제(DAP)의 원리를 적용하였다. 이러한 DAP의 적용은 특수유아를 결손지향적인 존재로 바라보는 시각에서 벗어나 개별성을 존중하는 철학에서 시작되었다. 연구결과, 일반 교실에는 특수유아가 참여할 수 있는 놀이가 거의 없었지만 DAP 원리를 적용하면서 부분적 또는 온전한 놀이참여가 나타났다. 첫째, DAP의 적용은 특수유아의 발달수준을 인정하는 것부터 시작되었는데, 이는 각양각색의 다양성을 지닌 존재로 보는 시각이 필요하였다. 둘째, 특수유아와 관련된 정보 모으기는 결손지향적인 조사차원이 아니라 특수유아의 흥미나 잘할 수 있는 능력을 찾아내는 것이며, 이는 기본적이면서 중요한 과정이었다. 셋째, 일반유아들이 사용하는 교구를 특수유아에 적합하도록 부분적으로 수정함으로써 특수유아들은 친숙하게 놀이에 참여하였다. 넷째, 특수유아에게도 일반유아와 똑같은 동등한 기회를 준다면 놀이의 참여는 증가하였다. 다섯째, 특수유아들에게는 쉽고 단순한 것을 단계적으로 진행하도록 하는 장기전이 필요하였다. 여섯째, 특수유아에게 매우 강력한 힘을 가지고 있는 교사의 상호작용은 지시적 뿐만 아니라 비지시적인 연속성이 필요하였다. DAP의 구성요소인 놀이중심, 개별성, 흥미, 적극적 탐색, 자발성의 원리는 특수유아들에게도 적용이 가능하였고, 이를 특수유아 통합교육을 실현하는 원리로 적응할 것을 주장하였다.

다국어 초록 (Multilingual Abstract)

This study applied the Developmentally Appropriate Practice (DAP) for Inclusion of children with special needs in the general classroom. DAP came from philosophy that children with special needs survival skills are important.
The result of this study was as follows:
Generally, children with special needs hardly participated in play in the general classroom environment. However, children with special needs could partly or wholly participate in play by DAP educational theory.
First of all, applying DAP started with admitting children with special needs. Second, collecting special needs children with positive interests and good skills was important to make strong power for the Inclusion. Third, friendlier children with special needs were included in the general environment with general teaching and play material adjusted for the children with special needs. Fourth, differentiation and equivalence had different meanings for the children with special needs. Fifth, children with special needs needed long term processes with easy and simple levels. Sixth, interactions between teacher and children with special needs required direct and indirect continuity.
DAP's structural elements such as play oriented, individual, interests, progressive searching, and spontaneity theory could apply to children with special needs and it realizes children with special needs Inclusion.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 연구결과 및 해석
• Ⅳ. 결론 및 제언
• 참고문헌
• Abstract

참고문헌 (Reference)

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