시지각 훈련프로그램이 정신지체아의 주의집중과 학습준비도에 미치는 영향
(The) Effect of Visual-Perception Training Program on Attention and Learning Readiness of Mentally Retarded Children
시지각 훈련프로그램 정신지체아 주의집중 학습준비도;
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To examine the effect of visual perception training program onto the mentally retarded children's attention and learning readiness, 2 mentally retarded children who joined the special class of D elementary school in C city in south Kyeungsang province were trained with a visual perception training program for 20 minutes per cession and 24 times in total. The program was practiced 24 times in total and each training lasted for 20 minutes. To verify the effect of the visual perception training program onto the mentally retarded children's attention, the 2 children's distraction indicating behaviors was observed with time sampling method, and the frequency of such distraction indicating behaviors before and after practicing the training program was analyzed and compared. The effect of the training program onto learning readiness was verified by analyzing the score and the percentage of the examination result of learning readiness before and after practicing the training program. Conclusions from the study results were as follows. First, applying the visual perception training program to mentally retarded children gave positive effects onto their attention. Average frequency rate of distraction indicating behaviors was noticeably decreased from 68% to 32% for children A, and from 58% to 22% for children B, indicating that attention to work was increased. Also, the decrease in such behaviors appeared in later stage of training rather than in beginning stage. This is thought that specific and various visual perception training program elevated the problem solving ability and interest, and played a variable in the increase of attention. Second, the visual perception training program gave positive effect onto the mentally retarded children's learning readiness. In detail, of the sub items of the learning readiness examination, order-obedience items showed the highest improvement, and coordination of eyesight-playing, and knowledge also showed noticeable improvement, but body concept recorded lower improvement. It is thought that the visual perception training program gives dull effect to body concept of learning readiness. Based on the results and the conclusions from the study, the author suggests the followings. First, the visual perception training program used in the study was composed of solely black and white learning papers, with no construction activities such as cutting and attaching, so, its long term application to the mentally retarded children could reduce their interest. Accordingly, it is required to develop such various visual perception program that could increase the mentally retarded children's attention and interest. Second, rather than applying such a visual perception training program that gives effect to all sub items of learning readiness, such a visual perception training program that considers each one thing of each sub item is required to be developed through the analysis of the correlation of the visual perception training program and sub items of learning readiness. With this, each children can select a visual perception training program suitable to one's poor part so that he could get more efficient improvement.