장애학생의 자기결정 능력 강화를 위한 자기주장훈련과 효율적 의사소통 기술 지도 방략 A Strategies of Teaching Assertiveness and Effective Communication Skills to Improve Self-advocacy Abilities of Students with Disabilities원문보기
발달지체인들을 비롯한 장애인들에게 자기결정력 강화는 매우 중요하다. 따라서 자기결정력은 여러 가지 하위 구성 요소가 있지만 일차적으로 자기주장기술이 선행되어야 한다. 이는 또한 효율적인 의사소통이 뒷받침되어야 함으로 이에 대한 구체적인 방략을 탐색하였다. 연구의 구체적인 목적은 첫째, 장애학생들의 자기주장기술 전략들을 탐색하고, 둘째, 장애학생들의 의사소통기능 방법들을 제시하였다.
요약컨대 첫째, 자기주장행동은 내적, 외적 구성 요소로 복잡하게 구성된다. 자기주장행동지도 방법은 모델링, 행동시연, 강화, 피드백, 기분전환훈련, 숙제ㆍ과제 등 다양한 방법이 있고 기타훈련방법은 사회기술훈련, 역할놀이, 주장적, 비주장적, 공격행동 등 다양한 방법이 있다. 둘째, 의사소통기술은 자기주장행동 기능을 갖게 하는 필수적 요소이다. 의사소통기술 유형으로는 대화기능, 비언어적 의사소통기술(눈 접촉, 얼굴표정, 몸짓하기와 신체의 동작), 듣기기술(능동적 듣기전략, 듣기기능 향상을 위한 교육환경의 구조화) 향상전략 등이 있다.
발달지체인들을 비롯한 장애인들에게 자기결정력 강화는 매우 중요하다. 따라서 자기결정력은 여러 가지 하위 구성 요소가 있지만 일차적으로 자기주장기술이 선행되어야 한다. 이는 또한 효율적인 의사소통이 뒷받침되어야 함으로 이에 대한 구체적인 방략을 탐색하였다. 연구의 구체적인 목적은 첫째, 장애학생들의 자기주장기술 전략들을 탐색하고, 둘째, 장애학생들의 의사소통기능 방법들을 제시하였다.
요약컨대 첫째, 자기주장행동은 내적, 외적 구성 요소로 복잡하게 구성된다. 자기주장행동지도 방법은 모델링, 행동시연, 강화, 피드백, 기분전환훈련, 숙제ㆍ과제 등 다양한 방법이 있고 기타훈련방법은 사회기술훈련, 역할놀이, 주장적, 비주장적, 공격행동 등 다양한 방법이 있다. 둘째, 의사소통기술은 자기주장행동 기능을 갖게 하는 필수적 요소이다. 의사소통기술 유형으로는 대화기능, 비언어적 의사소통기술(눈 접촉, 얼굴표정, 몸짓하기와 신체의 동작), 듣기기술(능동적 듣기전략, 듣기기능 향상을 위한 교육환경의 구조화) 향상전략 등이 있다.
It is critical for individuals with disabilities to improve self-advocacy ability. Therefore, self-advocacy abilities have various components, but assertive behaviors and effective communication skills are critical components of self-advocacy. The study is to investigate strategies of teaching asser...
It is critical for individuals with disabilities to improve self-advocacy ability. Therefore, self-advocacy abilities have various components, but assertive behaviors and effective communication skills are critical components of self-advocacy. The study is to investigate strategies of teaching assertiveness and effective communication skills for improving self-advocacy ability. The specific aims of the study are as follows; First, to find out strategies on self-assertiveness skills training of students with disabilities. Second, to reveal strategies on effective communication skills training of students with disabilities. The conclusions of the study are as follows; First, assertive behavior consist of internal․external components. Instructional methods of assertive behavior include modeling, behavior rehearsal, coaching, structured feedback, contingent incentives, homework assignments and other instructional strategies including social skills, role playing, and assertive, nonassertive and aggressive behaviors training, which are to discriminate among assertive, nonassertive and aggressive behaviors and to express their wants, needs, or feelings in an assertive, rather than aggressive, manner. Second, communication skills are important skills for self-advocate. Communication skills include conversation skills, listening skills such as active listening strategies, structuring the educational environment to improve listenins skills, and body language skills such as eye contact, facial expressions, gestures and body language.
It is critical for individuals with disabilities to improve self-advocacy ability. Therefore, self-advocacy abilities have various components, but assertive behaviors and effective communication skills are critical components of self-advocacy. The study is to investigate strategies of teaching assertiveness and effective communication skills for improving self-advocacy ability. The specific aims of the study are as follows; First, to find out strategies on self-assertiveness skills training of students with disabilities. Second, to reveal strategies on effective communication skills training of students with disabilities. The conclusions of the study are as follows; First, assertive behavior consist of internal․external components. Instructional methods of assertive behavior include modeling, behavior rehearsal, coaching, structured feedback, contingent incentives, homework assignments and other instructional strategies including social skills, role playing, and assertive, nonassertive and aggressive behaviors training, which are to discriminate among assertive, nonassertive and aggressive behaviors and to express their wants, needs, or feelings in an assertive, rather than aggressive, manner. Second, communication skills are important skills for self-advocate. Communication skills include conversation skills, listening skills such as active listening strategies, structuring the educational environment to improve listenins skills, and body language skills such as eye contact, facial expressions, gestures and body language.
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