장애 중학생의 사회과 통합교육에서의 또래교수 활용

Peer tutoring has been reported as a useful teaching strategy for integrated students with disabilities. The purpose of this study was to examine the effects of peer tutoring for integrated middle school students with disabilities on their problem behavior and academic achievement in social studies. Twenty- one students with disabilities from K middle school in Kyounggi-do were selected from 1st to 3rd grade, and they were divided into experimental group and control group. In the experimental group, the participants received peer tutoring from trained peer tutors during integrated social studies class. For the control group, the traditional instruction method was used. Pre-test and post -test was implemented using social studies achievement test which was developed by the researchers. and the direct observation of problem behaviors. The data were analyzed by ANCOVA (analysis of covariance).

The result showed significant difference between the experimental and control group in both social studies achievement and the rate of problem behavior. This result indicates that peer tutoring can facilitate the improvement of social studies achievement and decrease problem behavior of integrated middle school students with disabilities. This result implies that peer tutoring would be a useful instructional method for integrated middle school students with disabilities.