구체적-반구체적-추상적 단계를 활용한 명시적 교수가 지적장애 초등학생의 덧셈 연산에 미치는 영향: 사례연구

Abstract

The purpose of this intervention study was to investigate the effects of an explicit conerete-to-semiconcrete-to-abstract(CSA) sequence of instruction on the addition ability of an elementary student with intellectual disability(ID). In this study, one male student with ID attending in a public special school was participated. An A-B design, one of single-subject design, was employed to examine the intervention effectiveness. According to the results, the participant’s addition ability was increased upon the implementation of the intervention, and the participant’s acquired ability was maintained after the intervention was discontinued. These findings provided evidence that the explicit CSA sequence of instruction was effective in teaching the addition ability to one elementary student with ID. The limitations of the study were that the participant was one elementary student with ID and the dependent variable was limited on addition skills. Therefore, the explicit CSA sequence of instruction should be applied to students with various disabilities.