교수적 수정이 정신지체학생의 수업참여행동에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of instructional adaptations on increasing the class-participatory behaviors of an elementary student with mental retardation. This study was conducted following the multiple probe design across the environments. The participant was a fourth-grade boy with mental retardation who was placed, for the most part, at the fourth-grade regular classroom with special education services through the resourceroom at Korean and math classes. Based on preliminary and informal observations, the researcher (the participant's regular classroom teacher) defined the class-participatory behaviors as those including (a) joining in class activities, (b) paying attention, (c) following the teacher's directions, and (d) performing the tasks; each category was further specified. To increase the participant's class-participatory behaviors, the researcher modified the regular instructional plans in terms of instructional environment, grouping, content, method (materials, activities, and strategies), and evaluations. Following the multiple probe design across the environments, instructional adaptations for the participant were provided in social study class, science class, and ethics class, respectively. This study was conducted from Nov. 7th, 2007, to Feb. 20th, 2008. The results showed that the regular education teacher's instructional adaptations were effective in increasing the participant's class-participatory behaviors across the social study, science, and ethics classes. The implications of this finding were discussed.