통합교육환경에서 또래와의 협동미술활동이 자폐아동의 사회적 행동에 미치는 영향
- 통합교육환경에서 또래와의 협동미술활동이 자폐아동의 사회적 행동에 미치는 영향
- Other Titles
- The Effects of Cooperative Art Activities on the Social Behavior of Children with Autism in Inclusive Education Settings
- Alternative Author(s)
- Suk, Mi-Jin
- Issue Date
- 본 연구는 통합교육환경에서 또래와의 협동미술활동이 자폐아동의 사회적 행동에 어떠한 영향을 미치는지를 규명하고자 하였다. 이를 위하여 서울시 서대문구에 위치한 S복지관에서 20명의 자폐아동과 20명의 비장애또래를 대상으로 20주 동안 매주 1회씩 협동미술활동 프로그램을 실시하였다.
본 연구에서는 양적인 방법과 질적인 방법을 통합적으로 사용하였는데, 그 결과 다음과 같은 결론을 얻었다.
첫째, 또래와의 협동미술활동은 또래아동에 대한 자폐아동의 주시행동을 향상시켰다.
둘째, 또래와의 협동미술활동은 또래아동에 대한 자폐아동의 사회적 상호작용을 향상시켰다.
셋째, 또래와의 협동미술활동에 있어서 자폐아동의 또래아동에 대한 주시행동과 사회적 상호작용은 연령에 따라 그 차이가 없었다.
넷째, 또래와의 협동미술활동을 통하여 자폐아동의 쳐다보기, 모방하기, 다가가기 및 신체적으로 접촉하기, 미소 및 웃음 짓기, 제안된 의견에 따르기, 작품 망가뜨리기 등의 질이 긍정적으로 변화되었다.
이상의 결론을 종합해 볼 때, 통합교육환경에서 또래와의 협동미술활동이 자폐아동의 또래아동에 대한 사회적 행동을 향상시키는데 효과적이라는 것을 알 수 있다.; This research suggests corroborative measures for enhancing rehabilitation and education of children with autism by investigating the effects of cooperative art activities on the social behaviors which are considered as major difficulties of children with autism.
The subjects of this research were twenty children with autism and twenty non-disabled peers. Ten children with autism were seven to nine years old and ten children were from ten to twelve years old. Test scores ranged from 30 to 36.5 in CARS, from 40 to 70 in Vineland Social Maturity Scale (Social Quotient). Ten small groups for this research were composed of two children with autism and two non-disabled peers.
The pilot study was conducted from August 4 through August 25, 2006 and parents' interviews and tests were conducted during two weeks from September 4, 2006. Cooperative art activities were composed of pressing, drawing, clay works, making art with a variety of materials and craft works. Those activities were conducted from September 19, 2006 to January 30, 2007, once a week and a total of twenty times, and forty minutes at each time. All activities such as Parents' interviews and tests were conducted at the welfare center in Seodaemun. The entire process of cooperative art activities was recorded by video camera. The researcher and two observers recorded the gaze behaviors and social interaction of children with autism by using a partial-interval recording system. Observations of the video were made every 25 seconds and notations were made every five seconds. Paired Samples T-Test was performed for the purpose of quantitative analysis and the effects of cooperative art activities with peers were verified by comparing differences between the first stage (from session one to five) and the fourth stage (from session sixteen to twenty). In addition, to support this research, qualitative data (observation journals, video recording data, evaluation results of children with autism, interview materials with parents) of cooperative art activities with peers were collected and analyzed and from these results the changes between the first stage (from session one to five) and the fourth stage(from session sixteen to twenty) were compared.
Based on this research, several conclusions about cooperative art activities follow : First, cooperative art activities enhanced gaze behaviors of children with autism toward their peers. Second, cooperative art activities enhanced social interactions of children with autism toward their peers. Third, there was no significant difference among age groups in gaze behaviors and social interactions of children with autism toward their peers. However, this result showed that gaze behaviors and social interactions of all children with autism were increased by participating in cooperative art activities. Fourth, gazing, imitating, moving closely, touching, smiling, laughing, following directions and spoiling art works of children with autism were changed positively by participating in cooperative art activities.
As shown above, cooperative art activities are effective on the social behavior of children with autism toward their peers in inclusive education settings. This research grounded in empirical data confirms that cooperative art activities provide structural situations which increase interaction between children with autism and non-disabled children. In addition, cooperative art activities increase social integration between children with autism and non-disabled children.
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