또래 중심 생태 미술 활동이 지적장애 학생의 공격성 완화에 미치는 효과

Abstract

Objectives Purpose The purpose of this study is to investigate the effect of peer-centered ecological art activities on alleviating aggression of students with intellectual disabilities.
 Methods To this end, it was pointed out that among the students in the third grade of middle school requested by the homeroom teacher, they received a score of 21 or higher on the aggression scale of the shortened Conner rating scale, as they were having difficulties adjusting to school life due to their aggressive attitude among the classes of H special school located in Busan. Four students with disabilities (1 male, 3 female) were selected as the research subjects.
 Results TLooking at the results, it was found that before the peer-centered ecological art program was implemented, all five areas of the adaptive behavior test standardized test (K-ABS) aggression decreased after the peer-centered ecological art program was implemented. Among the sub-items, ‘61. The most significant decrease was in the category of 'I am violent or angry.’ In addition, looking at the observation log of the peer-centered ecological art program, as the sessions progressed during the program, the students' attitudes toward natural subjects and materials and their finished works became more serious and calm, and their aggressive behavior decreased. It was found that there was also a positive change in the action.
 Conclusions In conclusion, it was found that the aggression of students with intellectual disabilities was reduced through the development and application of a peer-centered ecological art program. Recognizing that many students with intellectual disabilities have this problem of maladaptive behavior in the future, if a more systematic and long-term peer-centered ecological art program is developed, it will be of more help in reducing the aggression of students with intellectual disabilities, and continuous research is required.