통합 정도에 따른 지적장애아의 사회성 발달 특성 = The Sociality Developmental Characteristic of Students with Intellectual Disabilities by the Integration Degree

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the difference of sociality developmental types and social skills acquisition among students with intellectual disabilities from full-inclusive class, part-time special class, and full-time special class. The participants were 66 students with intellectual disabilities who had 11.2 to 18.6 chronological age from full-inclusive class, part-time special class, and full-time special class of elementary and middle school. The researcher controled the social network size and grouped students by making a pair. For investigating the social network size, the Social Network Interview by Hough(1986) were translated and modified and for investigating social skills of participants, Social Skill Scale of Gresham and Elliott(1990) translated by Kim(1996) were used. The results of this study were as follows. For the difference of sociality developmental types, the students with intellectual disabilities from full-inclusive class that have high integration degree tended to have performance deficiency rather than acquisition deficiency. However, students with intellectual disabilities from full-time special class that have low integration degree tended to have acquisition deficiency rather than performance deficiency. In addition, for the difference of social skills development, the students of full-inclusive class showed the highest mean score of social skills and the students of full-time special class showed the lowest mean score of social skills. Specifically, students from full-time special class had the highest mean score in the cooperation domain and students from part-time special class had the highest mean score in the self-advocacy domain, without having statistically significant difference among groups. However, the mean score of self-control domain was highest for the students in full-inclusive class and lowest for students in full-time special class with having statistically significant difference among groups. The conclusion of this study are as follows. First, for the sociality developmental type by the integration degree, students with intellectual disabilities of full-inclusive class that have high integration degree tended to have performance deficiency rather than acquisition deficiency and students with intellectual disabilities of full-time special class that have low integration degree tended to have acquisition deficiency rather than performance deficiency. Second, for the social skills development by the integration degree, overall social skills were highest for the students of full-inclusive class that have high integration degree and lowest for the students of full time special class that have low integration degree. Specifically, there were not significant different mean score in the cooperation and self-determination domain among groups divided by the integration degree. However, for the self-control domain, students with intellectual disabilities from full-inclusive class showed the highest mean score and students from full time special class showed the lowest mean score.

참고문헌 (Reference)

1 김원경, "한국적 통합교육 현상과 특수교육 변화 전망" 1-17, 2005

2 교육부, "특수교육통계" 국립특수교육원 2015

3 김정권, "특수교육의 새로운 동향과 특수교육과정" 대구대학교 특수학교교육과정 개정위원회 1996

4 교육과학기술부, "특수교육 연차보고서. 2008년 정기국회 보고자료" 2008

5 김성애, "통합교육의 효율적인 운영방안" 국립특수교육원 1997

6 김성애, "통합교육의 효율적 운영을 위한 지원방안" 한국통합교육학회 1 (1): 23-42, 2006

7 박찬웅, "통합교육 환경에 배치된 정신지체아의 사회관계망 특성" 한국지적장애교육학회 8권 (8권): 15-33, 2006

8 구남년, "정신지체학생과 비장애학생의 사회관계망 특성 비교" 대구대학교 교육대학원 2003

9 김영환, "정신지체아의 심리" 도서출판 특수교육 1990

10 박찬웅, "정신지체아동의 이해" 도서출판 동아문화사 1999

11 이상춘, "정신지체아교육" 신아출판사 1991

12 조인수, "정신지체아교육" 대구대학교출판부 2005

13 김정휘, "정신지체아 교육의 원리와 실제" 교육과학사 1987

14 김경애, "정신지체 특수학급 교육의 운영 실태와 개선 방안" 73-93, 2005

15 임안수, "장애아동 통합교육의 실천과제" 3-19, 2004

16 박찬웅, "생활환경에 따른 정신지체아의 사회관계망 특성." 4 (4): 111-134, 2002

17 김향지, "사회적 기술 중재전략이 정신지체아의 사회적 기술, 문제행동 및 학업능력에 미치는 영향" 大邱大學校 大學院 1997

18 박찬웅, "배치환경의 통합 정도에 따른 지적장애아의 사회관계망 특성" 한국지적장애교육학회 10 (10): 67-86, 2008

19 조용태, "또래 거부된 정신지체아의 행동특성" 17 (17): 103-120, 1996

20 전보성, "대인·사회적기능 중심의 전환교육 활동이 정신지체학생의 사회적 능력과 지역사회 적응기술에 미치는 효과" 대구대학교 대학원 2006

21 김병하, "대구특수교육사" 대구대학교출판부 2007

22 신동우, "교육가능 정신지체아의 사회관계망 특성" 又石大學校 敎育大學院 1995

23 김성애, "“장애인 등에 대한 특수교육법”에 따른 통합교육의 가능성과 한계성" 한국통합교육학회 2 (2): 57-79, 2007

24 Castles, E. E., "Training in social and interpersonal problem-solving skill for mildly and moderately mentally retarded adults" 9 : 25-31, 1986

25 Tracy, E. M., "The social network map : Assessing social support in clinical practice" 71 : 1990

26 Hendrix, E, "The fallacies in the concept of normalization" 19 : 295-296, 1981

27 Putallaz, M., "The Development of Friendship: Description and Intervention" Cambridge University Press 1981

28 Soodak, L. C., "Teachers, student, and school attributes as predictors of teacher's responses to inclusion" 31 : 480-498, 1998

29 Cohen, S., "Stress, social support, and the buffering hypothesis" 98 (98): 310-357, 1985

30 Moore, S., "Sociometric status of preschool children related to age, sex, nurturance giving and dependency" 35 : 519-524, 1964

31 Froland, C., "Social support and social adjustment : Implications for mental health professionals" 15 (15): 82-92, 1979

32 Strain, P. S., "Social reciprocity : A review of research and educational implications" 43 : 526-531, 1977

33 Tolsdorf, C. C., "Social networks, support, and coping: An exploratory study" 15 (15): 407-417, 1976

34 Hough, S., "Social network characteristics and level of adaptive behavior among mildly mental retarded adults" Boston University 1987

35 Lee, L., "Social encounters of infants: The beginnings of popularity" 1973

36 Romer, D., "Social ecology of supervised communal facilities for mentally disabled adults: Predictors of affiliation" 85 : 229-242, 1980

37 Berkson, G., "Social ecology of supervised communal facilities for mentally disabled adults : Predictors of affiliation" 85 : 229-242, 1980

38 Romer, D., "Social adaptation of mentally retarded adults in community seetings : A social-ecological approach" 4 : 303-314, 1983

39 Thoits, P. A., "Social Support: Theory, Research and Applications" Martinus Nijhof 51-72, 1985

40 Wills, T. A., "Social Support and Health" Academic Press 61-82, 1985

41 Levinger, G., "Social Exchange: Advances in Theory and Research" Plenum 165-188, 1980

42 Reis, H. T., "Personal relationships: Vol. 5 Repairing personal relationships" Academic Press 21-45, 1984

43 Coie, J. D., "Peer Rejection in Childhood" Cambridge University Press 17-59, 1990

44 Davern, L., "Parents' Perspectives on relationships with professionals in inclusive educational settings" 1994

45 Thoits, P. A., "Multiple identities and psychological well-being : A reformulation and test of the social isolation hypothesis" 48 : 174-187, 1983

46 Gresham, F. M., "Misguided mainstreaming: The case for social skills training with handicapped children" 48 : 422-433, 1982

47 Doll, E. A., "Measurement of Social Competence: A Manual for Vineland Social Maturity Scale" American Guidance Service 1953

48 Calpan, G, "Mastery of stress: Psychosocial aspects" 138 (138): 413-420, 1981

49 Weiss, R. S., "Loneliness: The Experience of Emotional and Social Isolation" The MIT Press 1975

50 Reiser, H., "Integration als prozess in Sonderpaedagogik" 37 : 115-160, 1986

51 Morgan, D., "Idea for mainstreaming young children" NAEYC 36 : 18-25, 1981

52 Greenspan, S., "Handbook on Mental Deficiency, Psychological Theory, and Research" Lawrence Erlbaum Associates 1978

53 Weinstein, A. E., "Handbook of Socialization Theory and Research" Rand McNally 1969

54 Henderson, S., "Do support systems prevent psychiatric disorders?" 1 : 662-664, 1977

55 Gottlieb, J., "Correlates of social status among mainstreamed mentally retarded children" 70 : 396-405, 1978

56 Hartup, W., "Child Social Development" Methuen 1978

57 Moos, R. H., "Basic Processes in Helping Relationships" Academic Press 213-231, 1982

58 Edmonson, B, "Arguing for the concept of competence" 12 (12): 14-15, 1974

59 Cassel, J. C., "American Handbook of Psychiatry Ⅱ. Child and Adolescent Psychiatry, Social-Cultural and Community Psychiatry" Basic Books 401-410, 1974

60 Pattison, E., "A psychosocial kinship model for family therapy." 132 : 1246-1251, 1975

61 교육과학기술부, "2008년도 교사자격무시험검정 실무편람" 교육과학기술부 교직발전기획과 2008

62 Hammer, M, ""Core" and "extended" social networks in relation to health and illness" 17 : 405-411, 1981