교양과목 장애복지론 수업을 통한 대학생의 장애인에 대한 태도변화 : K대학교 장애복지론 수강 대학생을 대상으로 = Effect of Welfare Theory for the Disabled as One of General-Education Courses on the Attitude of University Students toward the Disabled: the case of K University students taking the course

국문 초록 (Abstract)

본 연구는 교양과목으로서의 장애복지론 수업이 대학생들의 장애인에 대한 태도를 긍정적으로 변화시키는데 효과적임을 검증하기 위한 목적으로 진행하였다.
연구방법은 단일집단 사전사후조사설계(one-group pretest-posttest only design)이며, 연구대상은 교양과목으로 장애복지론 수업을 수강하는 2개의 대학생 집단으로 각각 44명과 45명이 분석대상이 되었다. 프로그램은 각 수업시간에 강의주제와 관련하여 진행되었으며 구성내용은 태도개선전략 중 이해중심활동에 초점을 두었다. 조사결과 집단A(t=-6.080, p<.001)와 집단B(t=-7.025, p<.001) 둘 다에서 유의미한 변화를 보여 2개 집단 모두에서 프로그램의 효과성이 검증되었다. 또한 프로그램을 8개 영역으로 분류하여 긍정적 태도변화에 미친 영향정도를 학생 스스로 평가한 점수에서도 8개영역 모두 10점 만점에 7.6점 이상의 높은 평균치를 보였다.
따라서 본 연구의 결과는 대학의 장애복지론 교양과목의 개설 필요성을 입증하면서, 아울러 교양과목으로서의 장애복지론 수업은 전공과목으로서 의 장애복지론 수업과는 강의 구성내용에서도 차별화가 이루어져야 함을 시사하고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine whether a welfare-theory course for the disabled had a positive effect on changing the attitude of university students toward the disabled in an attempt to lay the groundwork for establishing this course as one of general-education courses.
An one-group pretest-posttest only design was adopted, and the subjects in this study were two different groups of college students that respectively included 44 and 45 students and received education about welfare theory for the disabled as one of general-education courses. A program was conducted in class in association with the themes of lecture. There were different attitude-improving strategies, and the focus of it was especially placed on the kind of activities that aimed to let the students have a better understanding of the disabled. As a result, there were significant changes in both of the Group A(t=-6.080, p<.001) and Group B(t=-7.025, p<.001), which indicated that the program turned out effective in both groups. The students were asked to assess how much the program had a favorable impact on changing their own attitude in eight segments, they gave a mean of 7.6 or more out of possible 10 points in all the segments. Thus, they gave good marks to the program. The findings of the study justified the necessity of teaching welfare theory for the disabled as one of university general-education courses. As the objects of the generaleducation course are different from those of welfare theory for the disabled as one of major subjects, there should be a clear distinction between what’s taught in the general-education course and in the major subject.