본문 바로가기
  • Home

The Effects of the Reverse Inclusion Dance Program at a Special School on Social Cognition of Middle School Students without Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2007, 8(3), pp.645-667
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

박일지 1 PARKHYUNSOOK 2

1서울동천학교
2이화여자대학교

Accredited

ABSTRACT

The purpose of this study was to test the effects of the reverse inclusion dance program at a special school on social cognition of middle school students without disabilities. The subjects were 91 middle school students without disabilities and 18 special school students with disabilities. They were divided into three groups: the experimental group, the control groupⅠ with no contact, and the control groupⅡ with physical integration only. The experimental procedure was composed of pre-test, experimental treatment, and post-test with eight 40-minute sessions. The collected data were analyzed by ANCOVA using the pretest scores as covariates. The results of this study are summarized as follows: 1) Statistically significant differences were found between the experimental group and the two control groups, showing positive changes in the former's social cognition; and 2) Significant increases were found on 2 factors and positive tendencies on other factors. These results imply that the mere physical integration of students without disabilities may not yield more social cognition, and that inclusive dance programs could be used effectively to build positive social relationship between the students with and without disabilities.

Citation status

* References for papers published after 2022 are currently being built.