지적장애 학생의 흥미를 고려한 중재가 낱말 읽기․쓰기에 미치는 효과

Abstract

This study analyzed the effects of vocabulary intervention based on the interests of children with intellectual disabilities on their reading and writing skills. To do so, a single-subject research design employing the multiple probe design was implemented with 3 students enrolled in a special school in JeJu Island. This study developed intervention based on the interests of students with intellectual disabilities after interviewing individual student. During the baseline, I taught students to read and write with the words in the textbook they have learned in usual, and I interviewed students individually to find their interests. After the baseline, intervention were implemented for 6 weeks. After 2 weeks, same data were collected to analyze the maintenance of intervention effects. According to the main results of the study, first, the interest-based interventions was effective to improve the skills to read words of children with intellectual disabilities. Second, the interest-based intervention was also effective to improve the skills to find the proper picture cards after to see the words of children with intellectual disabilities. Third, the interest-based intervention was effective to improve the skills of words dictation of children with intellectual disabilities. Most of the students showed low level of motivation to learn and concentration on tasks during their baseline. However, motivation to learn and concentration on their tasks increased. In addition, their responsiveness was also improved during the intervention. Intervention itself did not change teaching methods or instructional tools at all. It only used subject matter based on children’s interests. The results of this study indicated that small changes such as considering children’s daily life interest could improve the quality of learning a lot.