The Effects of character education program connected with poster production cooperative activities on character competency, acceptance toward students with disabilities and pro-social behavior of student in inclusive classrooms

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본 연구는 포스터 제작 협동 활동과 연계한 인성교육 프로그램이 초등학교 통합학급학생의 인성역량, 장애학생 수용태도 및 친사회성에 미치는 영향에 대하여 알아보았다. 본 연구를 위해 A초등학교 4학년과 5학년에 재학 중인 장애학생 2명과 그들이 속해있는 각 통합학급 비장애학생 51명이 실험집단으로, B초등학교 4학년과 5학년에 재학 중인 장애학생과 그들이 속해 있는 각 통합학급 비장애학생 44명이 통제집단으로 각각 참여하였다. 실험집단 학생들에게 포스터 제작 협동 활동과 연계한 인성교육 프로그램을 주 2회씩 총 20회기 실시하였으며 본 프로그램의 효과를 조사하기 위해 중재 전·후의 두 집단 간 차이를 분석하였다. 그 결과 첫째, 실험집단 비장애학생의 인성역량이 통제집단에 비해 유의하게 향상되었으며, 실험집단 장애학생의 인성역량에도 긍정적인 변화가 나타났다. 둘째, 실험집단 비장애학생의 장애학생 수용태도가 통제집단에 비해 유의하게 향상되었다. 셋째, 실험집단 장애학생의 친사회성 점수에도 긍정적인 변화가 나타났다. 이러한 결과를 토대로 포스터 제작 협동 활동과 연계한 인성교육 프로그램의 긍정적인 영향과 관련된 요인과 의의를 살펴보고 후속연구에 대해 제언하였다.The purpose of this study was to find out the effects of character education program connected with poster production cooperative activities on the character competency, acceptance toward students with disabilities, and pro-social behavior. For this study, 2 students with disabilities and their 51 peers without disabilities(4th and 5th graders) in each inclusive classroom of A elementary school and 2 students with disabilities and their 44 peers without disabilities of B elementary school participated in this study as an experimental and control groups, respectively. This program was conducted twice a week, 20 times for the experimental group and the differences between the two groups were analyzed before and after intervention to find out the effects of this program. The results of analysis were as follows: First, the character competency score of students without disabilities in the experimental group was significantly improved compared with those of the control group and there were positive changes in the character competency score of students with disabilities in the experimental group. Second, acceptance toward students with disabilities was significantly improved in the students without disabilities in the experimental group. Third, there were positive changes in pro-social score of the students with disabilities in the experimental group. Based on the results, limitations and implications for future studies were provided.