초록 열기/닫기 버튼
본 연구에서는 장애 이해를 위한 자기옹호 프로그램이 지적장애 청년의 장애정체성 및 장애개방 기술에 미치는 영향을 살펴보고자 하였다. 이를 위해 대학에 재학 중인 지적장애 청년 24명이 연구에 참여하였다. 11차시로 구성된 장애 이해를 위한 자기옹호 프로그램은 매 차시 장애와 관련한 자기지식 및 권리지식, 자신의 장애에 대한 의사소통, 옹호 그룹 유지를 위한 리더십 영역 등 3교시로 150분간 진행되었으며, 두 독립표본 t 검정을 실시하여 집단 간 통계적 유의성을 검증하였다. 연구결과 장애 이해를 위한 자기옹호 프로그램에 참여한 실험집단이 장애정체성 및 장애개방 기술의 사전·사후 변화정도가 통제집단보다 유의미하게 높은 것으로 나타났다. 본 연구는 지적장애인들에게 자신의 장애를 이해하고 개방하는 기술을 습득할 수 있는 프로그램을 개발하고 그 효과를 검증하고자 시도하였다는 측면에서 의미를 가진다.
The purpose of this study was to examine the effects of the self-advocacy program focusing on disability awareness on disability identity and disability-disclosure skills of young adults with disabilities. The participants were 24 young adults with disabilities who are in their 20s and attending a college. The self-advocacy program focusing on disability awareness consisted of 11 sessions and each session was conducted over three class periods. The first class of each session was on sharing the participants’ knowledge of their own disabilities, information on services, and rights related to their disabilities. The second class allowed the participants to practice skills for explaining their disabilities and advocating their rights in different social settings. In the third class, group activities were provided to help the participants maintain support groups and increase their leadership skills. To investigate the effects of the self-advocacy program on disability identity and disability-disclosure skills of the participants, two independent t-test was used. The results showed that there were statistical differences in disability identity and disability-disclosure skills between experimental and control groups. This study is meaningful in that it has verified the possibility and effect of developing programs based on disability-related knowledge for improving disability identity and disability-disclosure skills.
키워드열기/닫기 버튼
disability-disclosure, disability identity, self-advocacy, young adults with intellectual disabilities
