고등학교 통합학급 내에서 지적장애학생의 가상실험 사전활동이 수업참여행동과 문제행동에 미치는 영향

Abstract

The purpose of this study is to confirm that disability students’ virtual experiment pre-activities have an effect on class participation and the problematic behavior under high school integrated education settings before actual class. The subjects were about three intellectual disability students who attended the integrated education class in the academic high school in the city of K and applied ‘the design of multiple baseline across subjects’ among subjects. The study was composed of baseline, mediation, and maintenance and analyzed the change of the school engagement behavioral and the problem behavior by the video shot with camcoder each student. All of the three, the cyber simulations and repetitive activities was showing the effect of increasing the rate of the engagement behavior before class and also causing the result of decreasing the incidence rate of problem behavior during the class. This investigator could confirm that after completing the cyber simulations and repetitive activities 5-week all of the three increase the school engagement behavior but exist the personal gap in maintenance, decrease the problem behavior and keep sustaining the effect of mediation. Afterwards, this investigator would expect to conduct a more progressive study for not doing the effects of the school engagement behavior and the problem behavior on the attitude toward the intellectual disability students’ cyber simulations and repetitive activities in the integrated education settings in the advance research but being my affirmative result of this study.