또래도우미 활동에 따른 장애수용태도, 자아존중감, 사회적 책임감, 학교생활만족도 연구

This study aimed to identify the disability acceptance attitude of the children without disabilities to the children with disabilities and social responsibility, and conducted a survey on 196 students in the 4th to 6th graders in elementary schools. The subjects include 97 students who have the experience as a peer helper and 99 students who do not have the experience in 6 elementary schools. The survey researched the general characteristics of grade, gender, experience of helper activities, period of helper activities and satisfaction for helper activities, and the attitude to disability acceptance. The research found that, first, the children with the experiences of peer helper activities had a more allowable and positive disability acceptance attitude than the children without the experience. Second, the children with the experience of peer helper activities had a higher social responsibility than the children without the experience. Therefore, the experience of peer helper activities itself can be a good opportunity to better understand and accept the students with disabilities since we can spend a lot of time with the students with disabilities and directly interact with them through the experience.