지적장애 학생들의 주의 집중력향상을 위한 일러스트레이션 교육 연구

Abstract

This study attempted to investigate the research on illustration education to improve the attention of students with intellectual disabilities by conducting a pre-test using the FAIR attention test, and to investigate the change by conducting a post-test through gentangle and pop art classes. A total of 11 classes were held for gentangle and pop art classes, 1st to 4th classes for gentangle and 1st to 7th classes for pop art classes, and 1st to 4th classes were conducted to increase interest and concentration by learning about gentangle, drawing patterns, and enabling free expression. Pop art classes were held from the 1st to the 7th sessions, understanding various artists of pop art, choosing one of Keith Haring's works and filling in the edges and colors using various circular stickers. It was possible to attract the interest and concentration of students with intellectual disabilities in that it minimized the stress of drawing by working on black paper and used stickers. It was a class where students with intellectual disabilities found that they were interested in art and less burdened and stressed about drawing through classes that could increase students' concentration. However, since they are students with intellectual disabilities, the results of the pre-test and post-test were noticeably improved through the FAIR attention test, or most students did not have a positive effect, but when teaching and learning directly to students, they showed a different atmosphere and concentration from simple drawing and color-oriented classes. In addition, some students with intellectual disabilities who conducted the study had complex disabilities, and others did not completely proceed with the class they initially planned due to the lack of small muscles in their fingers. In this study, there were 11 students belonging to a special class at a general high school in Busan, and the failure to secure class time according to the academic schedule, and the satisfactory effect of conducting the FAIR attention test due to problems such as the health of special students with low immunity. As a follow-up study, if a more systematic guidance plan is conducted for general students as well as a small number of students with designated disabilities, the change in attention can be clearly seen.