복합매체 자료를 활용한 지역사회 중심교수가 지적장애 중학생의 극장이용 기술수행에 미치는 효과

Abstract

The Effects of Community-Based Instruction Using Multimedia Resources on Theater using Technology for Middle School Students with Intellectual Disabilities

by SeJin, Han Advisor: Prof. Jeongyeon, Kim Department of Special Education Graduate School, Chosun University

The ultimate objective of special education is for disabled children to become independent in the society after graduating from school. Likewise, community-based instruction aims to equip disabled students with various skills necessary in a real-world community. By doing so, it can improve their community-life skills, which will allow them to become independent adults in the society after their graduation. In addition to this, it is important to teach disabled students how to generalize community-life skills acquired at school age to engage in self-reliant living after graduation. In light of existing research and available educational conditions, the community-based instruction including classwork might be most appropriate for teaching community-life skills, even though direct methods, under which skills are used in real-community interaction, might promote the generalization process of community-life skills more effectively. Surely, classroom environment has to be as similar to the real world as possible. Accordingly, this study used multimedia materials in class, as they attracted disabled students' interest and attention, and presented natural and realistic stimuli. This research aimed to evaluate the effectiveness of community-based instruction utilizing multimedia materials, using the case study of three middle school students with mental disabilities who were instructed to attend theater. The study strove to evaluate whether the students would acquire the skills necessary for theater attendance, whether they would generalize these skills to use them in other theaters in communities not studied, and whether these skills would endure even four weeks after instruction. The experiment utilized a design of multiple probes across participants. In the instruction stage, skills for theater attendance were given in class, using multimedia materials, and also in a real community theater, using the techniques of least facilitation and delayed time. In the generalization stage, subjects were asked to go three times to theaters that were not used in the instruction stage. Tests of skill retention were conducted three times, four weeks after the instruction was terminated, in the same theater from the instruction stage.

The results are as follows: First, mentally disabled middle school students showed better performance in theater-attendance skills when given community-based instruction utilizing multimedia. Second, community-based instruction utilizing multimedia enabled mentally disabled middle school students to generalize theater-attendance skills even to theaters in unfamiliar environments. Lastly, the subjects retained their theater-attendance skills even four weeks after the completion of the community-based instruction utilizing multimedia

These results indicate that community-based instruction utilizing multimedia might be effective at equipping students with skills to attend theater independently.