이 연구에서는 발달장애학생의 자기옹호를 측정하기 위한 문항을 개발하고 그 타당성을 검증하고자 하였다. 이를 위해 선행연구 및 초점집단면담을 통해 구성요소를 탐색하고 구성요소에 대한 준거를 개발한 후 준거를 충족하는 문항을 분류, 수정, 보완하여 예비 문항 시안을 구성하였다. 예비 문항 시안은 4차례의 내용타당도 검토를 통해 수정, 보완하였고, 발달장애학생 174명을 대상으로 예비 조사를 실시하여 구성요인을 탐색하고 확인하였으며, 그 결과 5개 요인, 53개 문항이 도출되었다. 탐색된 요인 및 개발된 문항의 타당성을 검증하기 위해 중학교 과정 이상의 발달장애학생 1,024명을 대상으로 담임교사의 관찰평정 방법으로 조사를 실시하였다. 발달장애학생의 자기옹호 측정 문항의 타당도는 구인타당도, 교차타당도 및 집중타당도로 알아보았고 신뢰도는 문항내적일치도, 반분신뢰도 및 검사-재검사 신뢰도로 알아보았다. 그 결과 5개 요인 53개 문항으로 구성된 발달장애학생 자기옹호 측정 문항은 타당한 모형으로 구성된 것으로 나타났고 대체로 신뢰할만한 수준의 문항으로 구성된 것으로 나타났다.
This study was conducted in order to develop the items to measure self-advocacy for the students with developmental disabilities and to verify its validity and reliability. The components of self-advocacy for the students with developmental disabilities were extracted from previous studies and focus group interview. The criteria for the components of self-advocacy and items that meet the criteria was developed, and preliminary items was suggested. Extracted components and items of self-advocacy were modified through content validity of the four rounds of preliminary items. 174 students with developmental disabilities participated in preliminary test, was conducted exploratory factor analysis. Five factors and 53 items were derived to measure self-advocacy for the students with developmental disabilities. In order to verify the validity of self-advocacy measurement model consisted of 5 factors and 53 items, 1,024 students with developmental disabilities participated in this study, who attended 83 special schools and special classes enrolled in secondary education. The items were measured by observation of the student''s teachers. In order to verify the validity and the reliability of measurement items of self-advocacy for students with developmental disabilities, valididy including included construct validity, cross-validity, focusing validity and reliability including inter-item consistency, split-half reliability, test-retest reliability, was investigated. As a result, self-advocacy model items consisting of 5 factors and 53 items were validated. It also complied with other similar tools, in view of the result from concurrent validity and discriminant validity. The conclusion of this study to investigate the validity and reliability of self-advocacy measurement items for students with developmental disabilities is as follows. First, 5 factors of self-advocacy for students with developmental disabilities are self-assertiveness, rights awareness, participation and cooperation, self-management and self-protection. 5 factors model consists of 53 items was found to be a good of fitness model. Second, self-advocacy for students with developmental disabilities has been recognized extra concept that was working with the advocates of the theory, or subcomponents that self-determination consist of. However, in this study self-advocacy for students with developmental disabilities that consists of five independent factors were identified as psychological construct. Third, as a result of cross-validity and focusing validity, self-advocacy measurement items for students with developmental disabilities was found to be a significant items. Thus, self-advocacy items for students with developmental disabilities would be used to find out the level of self-advocacy and awareness, attitudes, skills and behaviors related to self-advocacy. Fourth, measurement items of self-advocacy for students with developmental disabilities measured by the student''s teacher has found to be reliable, because the student''s teacher has observed the characteristics and needs of the student for a long time. Measurement items of self-advocacy for students with developmental disabilities do not have difficulty in measuring the level is expected. In the field of special education teachers are responsible for students with disabilities will be able to be a real advantage. The implication of this study are as follows. First, measurement items of self-advocacy for students with developmental disabilities are expected to be able to the effectiveness of self-advocacy intervention program. Second, 5 factors of measurement items of self-advocacy for students with developmental disabilities can be reproduced the self-advocacy skills to take advantage of community life after graduation. Self-advocacy measurement items can be converted to a list of self-advocacy skills that demand of community life, program components to design self-advocacy curriculum.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 용어의 정의 5Ⅱ. 이론적 배경 61. 자기옹호의 역사적 배경 62. 자기옹호의 구성요소 133. 자기옹호의 측정 22Ⅲ. 자기옹호 측정 문항 개발 401. 구성요소 준거 선정 402. 예비문항 개발 503. 예비문항의 양호도 및 요인 탐색 57Ⅳ. 자기옹호 측정 문항의 타당성 검증 711. 자료 수집 712. 검증 결과 81Ⅴ. 논의 94Ⅵ. 결론 103참고문헌 106ABSTRACT 119부록 122
