어머니들의 관점에서 본 정신지체학생의 방학 중 여가생활

Abstract

Leisure Activities during the Summer Break of Students with Mental Retardation from the Perspectives of Their Mothers

Il-Geun Shin Advisor: Prof. Young-il Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to investigate the leisure activities of secondary school students with mental retardation during the summer break and their mother's needs for the children's leisure activities. Data were collected by interviewing with a total of 20 mothers. The mothers were selected for this study on the basis of the following criteria: (a) having a child with mental retardation enrolled either at the secondary level of special schools or at special classes in secondary, regular schools in Gwangju metropolitan city; (b) taking full responsibility for domestic matters without a job; (c) residing with their spouse; and, (d) having an average of monthly income above 120% of minimum living cost. The researcher interviewed with each of the selected mothers in direct contact (13 cases) or on the phone (7 cases); the interviews using a semi-structured questionnaire were conducted from Sep. 5 to Oct. 5, 2007, taking an average of 50 minutes. All the interviews were audiorecorded, transcribed, and analyzed in accordance with Colaizzi's procedure for a phenomenological study. The major findings were as follows: First, secondary students with mental retardation spent leisure either at related centers or at their home during the summer break. But their opportunities to participate in center-based leisure activities were very limited. Secondly, the mothers did not have meaningful goals for their children to take part in the center-based leisure activities. The students found such activities were not enjoyable but were afraid of being driven out of the center-based program. The mothers reported that it was too competitive for their children to participate in the center-based activities and too expensive to take alternatives. They also indicated the shortage of support for center-based programs. Thirdly, students with mental retardation spending leisure activites at home found that it was too bored and that staying home broke their daily routine. Their mothers reported that their child's stay at home during the break increased stress and conflicts among family members, especially between siblings. They also indicated that they lacked the abilities to help their child with mental retardation spend leisure activities appropriately and that their nondisabled child did not have skills to interact well with their disabled child. Finally, the participating mothers expressed the need for expanding governmental support and diversifying the programs at related centers. Their need was intensified by their statement that they would not have appropriate plans for their children with mental retardation during the upcoming winter break.