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통합교육 장면에서 장애유아의 학습활동 참여 및 사회적 상호작용 분석 원문보기
Analysis on the Learning Activity Participation and Social Interaction of Children with Disabilities in the Integrated Education

  • 저자

    차상희

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 75p.

  • 키워드

    통합교육 장애유아 학습활동 사회적 상호작용;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168186&outLink=K  

  • 초록

    The purpose of this thesis, uniting three children with hearing impairment, mental deficiency and physical impairment in the established kindergarten as an integration to the elementary school for three months, is to examine what extent the disabled children can participate in learning activities in the integrated education and how they can accomplish their interaction with normal children through play activities. So, the results I got through this thesis are the followings: First of all, the degree of participation in learning activities represented a respectable difference according to the characteristic and learning activities of the disabled children. Even if the participation of the disabled children with aptitude was high in solving proposed assignments and acting in small groups, and that of those was high in the case of giving and listening to talks, the disabled children participated in this study were a little lower in the degree of participation than normal children. The reason why the participation of the disabled children with aptitude was high in solving proposed assignments and acting in small groups, was because they can imitate other children's activities from many non-language activities such as art and physical activities which the kindergarten curriculum takes through a teacher's indicating points. And these activities promote the disabled children's participation because of giving an opportunity which the disabled children can recognize their ability by equally competing with normal children. Thus, it was very important to promote their ability in the all areas as well as in the language education for the integrated education of the disabled children in the kindergarten. Secondly, though the disabled children's interaction with normal children through play activities was hardly achieved in the early integrated time, it was done as the integrated time pass on. And the time and degree of accomplishing their interaction represented a respectable difference according to the ability of children. That is, the child with hearing impairment accomplished actively it at the beginning of interaction, but it took one month for the child with mental deficiency to accomplish interaction, and two weeks for the child with physical impairment to do it. When normal children approached the disabled children with good language ability, good intelligence and elders in age, the disabled children responded well to proper situation, as a usual. And they accomplished interaction in no time when they came in contact with normal children. In play activities, the communication for interaction was not always a matter of language, and it was an important factor to know play methods or regulations. As the integrated time pass on, what were possible for the disabled children to be active interaction, were because they were aware of play methods or regulations through learning, and because they knew how to accept them. Therefore, I was aware that it was more important for general children to teach accepting the disabled children as well as instructing them for active interaction in play activities.


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