결정적 기술 모형 기반의 지팡이 보행지도가 시각중복장애학생의 실외보행 기술에 미치는 효과

Abstract

ABSTRACT

The Effects of A Critical-Skills-Model-Based Instruction of Cane Travel on the Outdoor Orientation & Mobility Skills of Students with Visual Impairments and Multiple Disabilities

Seon Mi Kim Advisor: Prof. Young-il Kim, Ed.D. Department of Special Education Graduate School of Chosun University

The number of students with visual impairments and multiple disabilities enrolled in special schools for the blind in Korea has been reported to be steadily on the increase. However, special schools for the blind which have focused on common core curriculum for those with visual impairments but without multiple disabilities are not well prepared to provide educational programs appropriate for those with visual impairments and multiple disabilities; they need to develop and implement an expanded core curriculum for those with visual impairments and multiple disabilities. The area of orientation and mobility (O&M) skills should be an integral component of such curriculum and the critical-skills-model-based instruction may be more effective in teaching O&M skills to students with visual impairments and multiple disabilities than the traditional hierarchical-sequence-model-based O&M instruction. The purpose of this study was to investigate the effects of a critical-skills-model-based O&M instruction on the outdoor O&M skills of students with visual impairments and multiple disabilities. In this study, a critical-skills-model-based O&M instruction was designed using a task analysis of 23 steps to teach a 300-meter-long round trip mobility route from a special school to the nearby store. In this study, the research questions were formulated as follows: First, does the critical-skills-model-based O&M instruction increase the rate of correct performance on the outdoor O&M tasks? Secondly, does the critical-skill-model-based O&M instruction decrease the frequency of veering during the performance of an outdoor O&M task? Thirdly, does the critical-skills-model-based O&M instruction reduce the time taken for the participants to roundtrip the specified route? Three students with total blindness and mild level of cognitive disabilities, ages 15 or 16, were selected to participate in this study. A delayed multiple baseline design across the participants were employed to collect and analyze the data for this study. The preliminary steps were taken from June to August and the experiment was conducted from September to November in the year of 2014. The major findings of this study were as follows: First, the critical-skills-model-based O&M instruction had effects on increasing the rate of correct performance on the outdoor O&M task; an increase from the average of 31.9% during the baseline to 77.8% during the intervention phase for participant 1, from 42.0% to 81.0% for participant 2, and from 39.1% to 72.1% for participant 3. Secondly, the O&M instruction provided in this study had the effects on decreasing the frequency of veering during the performance of the specified outdoor O&M task; a decrease from the average of 15 during the baseline to 6.2 during the intervention phase for participant 1, from 9 to 6.3 for participant 2, and from 15.3 to 8.9 for participant 3. Thirdly, the 23-step task-analyzed O&M instruction in this study had a little effect on reducing the time taken to roundtrip the specified mobility route; the reduction from an average of about 21 minutes during the baseline to about 16 minutes during the intervention phase for participant 1, from 15 minutes to 14 minutes for participant 2, and from 16 to 15 for participant 3. These results imply the effectiveness of a critical-skills-model-based O&M instruction on improving the outdoor O&M skills of students with visual impairments and multiple disabilities. This study indicated that teachers at special schools for the blind in Korea could design and implement a critical-skills-model-based O&M instruction appropriate for students with visual impairments and multiple disabilities.