통합학급에서 역할수행이 지적장애아동의 표현언어능력과 사회적 상호작용에 미치는 영향

Abstract

Human beings socially live together with each other. Therefore, language and sociality are the key elements to fit in. However, the children with intellectual disability have a developmental delay in language and social adjustment ability. So studying in the integrated class where the children with special needs can get along with normal children is very important as a foundation to raise these children with special needs to be members of our society. Children with intellectual disability can get trainings on the language of expressions and social interactions from the integrated class. This research is to show how important it is for the children with intellectual disability to perform their roles in the integrated class in terms of developing abilities of expression language and social interactions. The research was given to one child with intellectual disability by using multiple probe design to prove this right. With regard to meaningful role performance in the integrated class, I assigned 4 detailed roles to each 3 activities which are morning activity, afternoon activity and end-day activity and examine the ability of language of expressions and social interactions by using observation rating scale. The results are shown as below. Firstly regarding the language usage, the child didn’t use any language of expressions but used simple gestures such as eye contact or nodding when there was no intervene took place. But once intervene initiated, the child made the first noise then little noise and finally spoke target words to accomplish his meaningful role in the integrated class. Secondly regarding social interactions, the child just watched what other children were doing under no interventions. But this was improved to follow the instructions from teacher and finally to approach others to ask or to proactively participate when there was intervention involved. Positive result was also observed during maintenance period. Because of the fact that the research was conducted to only one child, there is a limit to generalize this theory. Generalizing the study by targeting larger number of children and conducting follow up study on language of expressions and social interactions are needed.