본 연구의 목적은 초등부 저학년 장애아동을 대상으로 자기결정행동 구성요소 중 목표설정과 선택하기를 적용한 국어과 수업을 실시하여 장애아동의 학업성취와 자기결정행동에서의 신장 정도를 알아보고자 하였다, 본 연구에 참여한 장애아동은 실험집단 10명, 통제집단 10명 총 20명이며, 실험집단에는 국어과 수업에 동시를 활용하여 자기결정행동 중 목표설정과 선택하기가 적용하였고, 통제집단에는 국어수업에 실험집단과 동일한 동시를 활용하되 교사주도의 국어 수업이 실시되었다. 연구결과 실험집단 장애아동의 학업성취도와 자기결정행동력이 통제집단 보다 더 높게 나타났다. 이러한 연구결과를 바탕으로 자기결정행동을 적용한 국어 수업에 대한 논의와 더불어 미래 연구를 위해 제언하고자 한다.The purpose of this study was to examine the effects of Korean language instruction using goal-setting and choice-making opportunities on academic achievement and self-determined behavior of children with disabilities. Participants were twenty students with disabilities (from 2nd to 4thgrade) from four public elementary schools in Seoul. They were divided evenly into experimental and control group, each with 10 children.
For the experimental group, goal-setting and choice-making component elements of self-determined behavior were applied to the children with disabilities during the Korean language class. Appropriate nursery rhyme and easy poems were used. For a control group, the same teaching materials were used, but the traditional language instruction was provided.
As a result, the intervention using component elements of self-determined behavior was verified to have positive effects on enhancing both children' academic achievement and self-determined behavior. Therefore, this study imply that intervention using component elements of self-determined behavior could be a useful teaching strategy to improve academic achievement and self-determined behavior. In the future, teaching methods should be investigated using not only component elements mentioned in this study but also other component elements of self-determined behavior for children with disabilities.