학습장애 진단에 있어서 교사의 임상적 판단의 특성 분석 = Learning disabilities as operationally defined by teachers' clinical decision

다국어 초록 (Multilingual Abstract)

This study was conducted to analyze about trait of learning disabilities as operationally defined by teachers' clinical decision. Participates in the study were 668 students(3～4 grade) and 22 teachers of elementary school. Several instruments were administerd, including the Cognitive ability Test and Korean language Test in Achievement-Cognitive Ability Endorsement Tests, a written inquire for teachers' clinical decision. Descriptive statistics, independent-samples t-test and ROC(receiver operating characteristics) curves analysis were conducted to comparing learning disabilities and non-learning disabilities as operationally defined by teachers' clinical decision and to comparing learning disabilities as operationally defined by teachers' clinical decision and by discrepancy models(standard score comparison model, regression discrepancy model). The results of this study were as follows: First, it revealed that difference between learning disabilities and non-learning disabilities as operationally defined by teachers' clinical decision was significant on cognitive ability, korean language ability, each discrepancy score of standard score comparison model and regression discrepancy model. Second, the ratio of agreement between learning disabilities as operationally defined by teachers' clinical decision and by discrepancy models were low.

국문 초록 (Abstract)

본 연구는 학습장애 진단에 있어서 의뢰결정에 가장 크게 영향을 미치는 교사의 임상적 판단에 의해 진단된 학습장애 학생들의 특성 분석 연구이다. 연구수행을 위해 본 연구에서는 전국 11개 초등학교 3, 4학년 1개 학급씩 총 22학급의 22명 담임교사와 668명의 학생을 대상으로 하여 ACCENT(AChievement-Cognitive ability Endorsement Tests) 인지영역검사와 국어영역 검사를 실시하였고, 해당학급 교사들을 대상으로 학습장애 판단에 대한 설문을 실시하였다. 기술통계와 t검증, ROC(Receiver Operating Characteristic) 곡선 분석 등을 통해 얻어진 연구결과에 따르면, 교사의 임상적 판단에 의한 학습장애 집단은 일반학생 집단과 인지영역 검사, 국어영역 검사, 표준점수 비교모델에 다른 편차점수, 회귀불일치 모델에 따른 편차점수 모두에서 통계학적으로 유의하게 달랐다. 그리고 교사의 임상적 판단에 의한 학습장애 집단은 표준점수 비교모델과 회귀불일치모델로 대표되는 불일치 모델과 일치도가 매우 낮게 나타나서 연구에 기반을 둔 학습장애 진단과 학교에서 이루어지고 있는 학습장애 진단 간에 큰 차이가 존재하고 있음을 알 수 있었다.

참고문헌 (Reference)

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