본 연구는 통합 환경에서 장애이해프로그램을 적용하여 발달지체유아에 대한 일반유아의 태도변화를 알아보기 위한 것으로, 구체적으로는 일반유아의 장애수용태도 변화와 발달지체유아와의 상호작용 변화를 알아보는 것이다. 본 연구의 대상은 일반유치원 만 6세 학급유아 28명이며, 상호작용 측정을 위해 발달지체유아 1명이 참여하였다. 장애수용태도의 변화를 알아보기 위해 폐쇄형과 개방형으로 구성되어 있는 장애수용태도 측정 질문지를 사용하여 사전, 사후검사를 실시하였으며 자료처리는 대응표본 t-검정을 하였다. 발달지체유아와 일반유아의 사회적 상호작용 행동을 측정하기 위하여 일반유아 28명을 A, B그룹으로 14명씩 나누어 대상자간 중다기초선 설계를 실시하였다. 중재단계에서는 장애이해프로그램을 매 20분간 실시하고 중재 직후 15초 부분간격 기록법을 사용해서 15분간 목표행동의 발생률을 기록하여 자료를 수집하였다. 유지는 중재가 종결된 지 5일 후에 4회기를 실시하여 중재 효과가 유지되는지를 관찰하였다. 연구결과, 장애이해프로그램은 일반유아의 장애수용태도를 긍정적으로 변화시켰으며, 발달지체유아와 일반유아의 사회적 상호작용에 긍정적인 영향을 미쳤고, 이러한 변화는 중재 후에도 유지되었다.

This study was to examine whether a disability-understanding program would bring any changes to young children's attitude toward a young child with developmental delay. Two research purposes were posed: 1. Investigate how a disability-understanding program affects the receptive attitude of preschoolers to the disabled. 2. Investigate how a disability-understanding program affects the social interaction between a preschooler with developmental delay and preschoolers. The subjects in this study were 28 preschoolers and a young child with developmental delay in a class for age 6 in regular kindergarten. The young child with developmental delay was included in that class. To track any changes in their receptive attitude toward the disabled, pretest and posttest were conducted with closed and open-ended questionnaires that covered receptive attitude toward the disabled, and paired-samples t-test was employed to analyze the collected data. Multiple baseline design across subjects was utilized by dividing the preschoolers into two groups with 14 each to assess the social interaction between them and the young child with developmental delay. In the intervention stage, a disability-understanding program was implemented for 20 minutes each, and 15-second partial interval recording procedures were employed immediately after the intervention was provided to record the incidence rates of the target behaviors for 15 minutes. Retention procedures were offered in four sessions five days after the intervention was completed to determine whether the intervention remained effective. The major findings of the study were as follows: First, the disability -understanding program had a positive impact on changing the young children's receptive attitude toward the disabled. Second, the disability -understanding program exerted a positive influence on social interaction between the preschooler with developmental delay and young children, and that program remained effective even after the intervention was withdrawn.

This study was to examine whether a disability-understanding program would bring any changes to young children's attitude toward a young child with developmental delay. Two research purposes were posed: 1. Investigate how a disability-understanding program affects the receptive attitude of preschoolers to the disabled. 2. Investigate how a disability-understanding program affects the social interaction between a preschooler with developmental delay and preschoolers. The subjects in this study were 28 preschoolers and a young child with developmental delay in a class for age 6 in regular kindergarten. The young child with developmental delay was included in that class. To track any changes in their receptive attitude toward the disabled, pretest and posttest were conducted with closed and open-ended questionnaires that covered receptive attitude toward the disabled, and paired-samples t-test was employed to analyze the collected data. Multiple baseline design across subjects was utilized by dividing the preschoolers into two groups with 14 each to assess the social interaction between them and the young child with developmental delay. In the intervention stage, a disability-understanding program was implemented for 20 minutes each, and 15-second partial interval recording procedures were employed immediately after the intervention was provided to record the incidence rates of the target behaviors for 15 minutes. Retention procedures were offered in four sessions five days after the intervention was completed to determine whether the intervention remained effective. The major findings of the study were as follows: First, the disability -understanding program had a positive impact on changing the young children's receptive attitude toward the disabled. Second, the disability -understanding program exerted a positive influence on social interaction between the preschooler with developmental delay and young children, and that program remained effective even after the intervention was withdrawn.

Disability-Understanding Program, Attitude, Interaction.