CAJ | 학술논문

本研究主要通过问卷调查分析智障儿童学习活动支持程度的特点。通过研究发现，不同性别、年龄、家庭所在地、父母受教育水平、家庭序列的智障学生在基本学习活动、自我决定活动、健康与安全活动所需支持程度差异不显著；不同家庭社经水平的智障儿童在自我决定活动、健康与安全活动所需支持程度差异不显著，但在基本学习活动上差异显著；不同智力水平在基本学习活动、自我决定活动所需支持程度差异显著，但在健康与安全活动方面差异不显著；不同适应行为水平的智障儿童在自我决定活动、健康与安全活动所需支持程度差异显著。
본연구주요통과문권조사분석지장인동학습활동지지정도적특점。통과연구발현，불동성별、년령、가정소재지、부모수교육수평、가정서렬적지장학생재기본학습활동、자아결정활동、건강여안전활동소수지지정도차이불현저；불동가정사경수평적지장인동재자아결정활동、건강여안전활동소수지지정도차이불현저，단재기본학습활동상차이현저；불동지력수평재기본학습활동、자아결정활동소수지지정도차이현저，단재건강여안전활동방면차이불현저；불동괄응행위수평적지장인동재자아결정활동、건강여안전활동소수지지정도차이현저。
This study analyzes the characteristics of school activities and degree of supporting for chil-dren with intellectual disabilities through questionnaire. The study have found that: First, students with in-tellectual disabilities of different gender, age, house location, and parents’ educational level shows that the degree of supporting is not significant in basic learning activities, self-determination activities, health and safety activities; Second, children with intellectual disabilities in families of different socioeconomic status have slight differences in the degree of supporting in self-determination, health and safety activities, but their learning activities are quite different; Third, there is an obvious differences in the degree of supporting for children of different intelligent level in terms of basic learning and self-determination activities, while it is not obvious in terms of health and safety activities; Fourth, children with intellectual disabilities of differ-ent adjusting level show significant differences in terms of self-determination activities, health and safety ac-tivities.