유치원 일과와 활동에 삽입된 『장애 이해 및 통합교육 활동』이 일반유아와 장애 유아의 사회적 수용도 및 사회적 참여에 미치는 영향

The purpose of this research was to investigate the effects of 『Disability Awareness and Inclusion Activities for Preschool Classrooms』 embedded in preschool routines and activities on social acceptance and social engagement of both children with and without disabilities. For the study, children from two classes in one preschool participated. Each of two classes was consisted of four children with disabilities and fifteen children without disabilities and was respectively assigned to the experimental and the control group. In this study, we applied the pre-post test design for both control and experimental groups and conducted two independent samples t-test to analyze the effects of the intervention. We also used the multiple-case study design and pattern matching techniques to examine the changes of the children with disabilities. As a result, the similar effects were found on both children with and without disabilities, which were the betterment of social acceptance and the improvement of social engagement(e.g. increase in interactional play and parallel play, decrease in unoccupied behaviors). This result was suggestive that imbedding special education intervention in the practice of preschool curriculum could have some positive influences on all children.