미술과와 연계한 학교차원의 사회정서학습 프로그램이 지적장애 초등학생의 수업참여도와 비장애학생의 정서지능에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of a school-wide social emotional learning program integrated with art on the class participation of elementary school students with intellectual disabilities and the emotional intelligence of students without disabilities. The subjects were 31 students (three students with intellectual disabilities and 28 students without disabilities) from an elementary school located in Gyeonggi Province. The one-group pretest-posttest design was applied. The school-wide social emotional learning program integrated with art was organized with five elements of social emotional abilities: self-awareness, self-management, social recognition, personal relationship, and responsible decision making. A total of 28 students without disabilities evaluated the class participation of the three students with intellectual disabilities, in addition the emotional intelligence of students without disabilities was measured by a self-report instrument. Dependent samples t-test was implemented for analyzing the data. The research results were as follows. First, the class participation of the three students with intellectual disabilities was statistically improved significantly after they participated in the program. Second, there was no statistically significant difference between the pretest total scores and the posttest total scores of the emotional intelligence of the 28 students without disabilities. On the contrary, the subscale scores of their emotional expression and emotional utilization were statistically improved significantly after they participated in the program. Implications of this study as well as suggestions for future studies were discussed.