본 연구의 목적은 장애이해 프로그램을 통해 발달지체유아의 언어유형을 분석하는 것이다. 장애이해 프로그램에 만 6세인 두 명의 발달지체유아가 참가하였다. 한 유아는 비통합교육 환경에 배치하고 다른 유아는 통합교육 환경에 배치하였고 기초선과 중재인 AB설계로 연구절차에 적용하였다. 장애 이해 프로그램은 총 12차시로 3회기의 기초선과 9회기의 중재로 이루어져 있다. 본 연구의 결과를 제시하면 다음과 같다. 첫째, 장애이해 프로그램이 비통합교육 환경에서 수학하고 있는 발달지체유 아의 상호언어를 높이는데 효과가 있었다. 둘째, 장애이해 프로그램이 통합교육 환경에서 수학하고 있는 발달지체유아의 상호언어를 높이는데 효과가 있었다. 그러므로 본 연구에서 장애이해 프로그램 이 비통합교육 환경과 통합교육 환경에 수학하고 있는 발달지체유아의 상호언어를 증진시키는데 효 과적이라는 결론을 지었다. 그것은 비장애유아와 발달지체유아가 함께 활동함으로써 언어적 상호작 용을 활성화시키는 데 효과적이라는 것을 의미한다.
The purpose of this study was to analyze the language categories of the young children with developmental delay through the understanding program for people with disabilities. Two young children with developmental delay who were 6 years old participated for this study. The one young child was placed in non-integrated education environment and the other one was to placed in integrated education environment. The AB design was utilized for this study. The understanding program for people with disabilities was developed for total of 12 sessions, 3 sessions with base line and 9 sessions with intervention. The results of this study were that: (a) the understanding program for people with disabilities was effective to increase the intraverbal of the young child who was studying in the non-integrated education environment; and (b) the understanding program for people with disabilities was effective to increase the intraverbal of the young child who was studying in the integrated education environment. Therefore this study concluded that the understanding program for people with disabilities was effective to increase the intraverbal of the young child who was studying in the non-integration and integrated education environments. It means that the inter activities with non-disabled young children and young children with developmental delay were effective to increase their turn and talk each other.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고문헌
