의사결정기술 교수프로그램이 발달장애학생의 자아개념과 자기결정능력에 미치는 효과 = The Effects of Decision-Making Education Program on the Self-Concept and Self- Determination Skills of Students with Developmental Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of a decision-making education program on the self-concept and self-determination skills of students with developmental disabilities in an attempt to assist them to improve their own decision-making skills and attain self- realization in pursuit of a better quality of life.
The subjects in this study were 30 selected students with developmental disabilities who were enrolled in special classes in the city of B. The students expressed themselves improperly, had to be helped by others in making a choice or were passive when they were engaged in after-school activities. A decision-making education program was selected as an
independent variable that might have a positive impact on the self-concept and
self-determination skills of the students with developmental disabilities, and that program was conducted to see if there were any gaps between an experimental group and a control group.
For data handling, statistical data on mean and standard deviation in both pretest and posttest were obtained, and t-test was employed.
The findings of the study were as follows;
After the decision-making education program was provided, the experimental group excelled the control group in general adequacy, peer-relationship self-concept, teacher/school-related self-concept, academic self-concept and physical self-concept. That program turned out to be effective in boosting their positive self-concept.
The experimental group that was exposed to the decision-making education program surpassed the control group that wasn't in self-determination skills related to autonomy and self-realization, and it's proven that the program had a good effect on enhancing their positive self-determination skills.
The findings of the study explained what made each student lack confidence and caused their problem behaviors, and what the focus of education should be placed on was suggested.
The students who participated in the program got to realize what they liked, what they could do and what they would do in the future, and then made a decision on their own. Also, they came to know better about themselves and learned to accept others as they were. Such favorable changes in their self-concept and self-determination skills were expected to affect their self-management and interpersonal relationship as well.

국문 초록 (Abstract)

본 연구는 의사결정기술 교수프로그램이 발달장애 학생의 자아개념과 자기결정능력에 미치는 효과를 알아보기 위해서 실험군 15명, 통제군 15명 총 30명을 대상으로 그 효과를 검증한 것이다. 의사결정기술 교수프로그램을 20회기, 40분씩 실시하고, 자료처리는 사전․사후 검사의 평균과 표준편차를 산출하고, 두 집단간의 사전․사후 검사를 t검증을 하였다. 연구목적에 따른 결과는 다음과 같다.
첫째, 의사결정기술 교수프로그램이 발달장애학생의 자아개념에 미치는 효과를 밝힌 결과, 의사결정기술 교수프로그램을 실시한 후에는 실험집단의 발달장애학생의 일반적 충족감에 대한 자아개념, 또래관계에 대한 자아개념, 교사-학교에 대한 자아개념, 학문적 자아개념, 신체적 자아개념이 통제집단보다 모두 향상 됨을 보였다.
둘째, 의사결정기술 교수프로그램이 발달장애학생의 자기결정능력에 미치는 효과를 밝힌 결과, 의사결정 기술 교수프로그램을 실시한 후에는 실험집단인 발달장애학생의 자율성과 자아실현의 자기결정능력이 통제집단보다 모두 높은 것으로 나타났다.
따라서 의사결정기술 교수프로그램은 자기결정능력의 한 영역이고, 삶의 질의 구성요소일 뿐만 아니라 여러 학자들이 삶의 질을 구성요소로 들고 있는 고용, 주거, 사회통합에 영향을 주는 요인으로 자기결정 능력을 향상 시킬 수 있는 방안으로 볼 수 있다.