자기결정기술 훈련이 정신지체 학생의 적응행동에 미치는 효과

Abstract

This study is to find out the effects of self-determination skill instruction on the adapting action of mentally retarded students after giving them self-determination skill instruction so as to enable them to generate effective measures when faced with a certain social problem. The subjects are 4 students in a higher class in K Special School for the mentally retarded students in Gwangju who could take the self-determination skill instruction. The instruction was given from May 17, 2004 through July 16, with 2 sessions per week for 9weeks, 50 minutes per session. The following are the results obtained through the experimental instruction: First, self-determination skill instruction proved effective on the mentally retarded students' pre-vocational activities. Second, self-determination skill instruction proved effective on the mentally retarded students' self-management. Third, self-determination skill instruction prove effective on the mentally retarded students' sense of responsibility. Fourth, self-determination skill instruction proved effective on the mentally retarded students' socialization. In socialization, the most changes were noticeable in cooperation domain, and the domain of social maturity such as consideration to others, participating in group activities and egoism, showed considerable changes. But in the domain of recognition and interaction, not much change showed. Fifth, self-determination skill instruction proved effective on the mentally retarded students' shrinkage. In shrinkage, many changes showed in the domain of activity, loitering and bashfulness, which seems to have occurred because of the students' self-confidence gained through the skill instruction. According to the experimental results as outlined above, I would like to make the following proposals: First, for the self-determination skill instruction to be well utilized students, the self-determination skill instruction program which is appropriate for their various levels should be developed and popularized. Second, for the self-determination skill instruction to be effective on the adapting actions of the mentally retarded students, on-the-spot learning or practice concurrent with the instruction will produce better results.