Peltopuro(2022) explains slow learner children by applying the Sorites paradox (the paradox of the sand heap). This paradox starts from the question, 'How much sand do you need to pile to be called a sand heap?', and one or two handfuls of sand cannot be called a sand heap, but at some point you realize that a sand heap exists. Similarly, the boundaries of slow learner's intellectual function are not clear, but they exist. Slow learner children not only appear normal on the outside and have no problems in their daily lives, but also do not seem to have difficulties in their academics or peer relationships, but internally, they have serious limitations in their level of functioning, and they have difficulties in academics, family life, peers, and interpersonal relationships in general, and they are emotionally depressed due to poor verbal expression, and as a result, they are placed in a social blind spot, and they repeatedly experience negative experiences from parents and people around them who are not aware of this. Kim Seong-gil (2016) says that slow learner children experience emotional anxiety, depression, tension, and social stigma, and lose opportunities to grow in self-expression and learning. Currently, there are about 800,000 slow learners nationwide, with about 3 students per class. However, since the criteria for diagnosing disabilities have become more relaxed and parents’ perceptions have changed, the number of slow learners is expected to increase. The need for education for slow learners began to be discussed in 2014, and in the revised Elementary and Secondary Education Act of 2016, slow learners were included in the scope of “students with academic difficulties” (Article 28). Slow learner children need individualized educational support and emotional support, and it is being discussed that integrated arts education can help with this.
Accordingly, this study designed and applied an STBT dance education program suitable for slow learners. The purpose of this study is to verify the effects of STBT dance education program participation on aggression, self-esteem, and sociality of slow learner children. To achieve the purpose of the study, 6 students attending Y Elementary School in Yangpyeong-gun, Gyeonggi-do, who were recommended by their homeroom teachers and took a slow learner screening test, were selected through purposive sampling. The selected research participants participated in the STBT dance education program once a week for 10 sessions from September to November 2023. The survey tool used to analyze the quantitative effects of STBT dance education program participation on aggression, self-esteem, and sociality of slow learner children was a questionnaire that could measure each variable. It was measured twice before and after the program was applied, and the data were analyzed using a paired sample t-test using SPSS 21.0. In order to verify the quantitative effect and analyze the qualitative effect, three homeroom teachers and welfare teachers of slow learners and three parents were selected as research participants and in-depth interviews were conducted. The collected data, such as in-depth interview sheets, participant observation sheets, non-participatory observation sheets, activity logs, and video data, were categorized into sub-themes, middle themes, and major themes through classification system analysis and inductive content analysis using the multi-angle analysis method, review among members, and expert meeting method. The conclusions are as follows : First, participation in the STBT dance education program was found to have a positive and significant effect on the aggression of slow learners. Second, participation in the STBT dance education program was found to have a positive and significant effect on the self-esteem of slow learners.
Third, participation in the STBT dance education program was found to have a positive and significant effect on the cooperation and autonomy among sub-factors of the sociality of slow learners.
The qualitative effects of STBT dance education program participation on slow learners were derived from three major themes: physical and behavioral changes, emotional changes, and cognitive and learning changes. Their specific details are as follows : First, for physical and behavioral changes, three major themes were derived: physical health and motor function improvement, social and emotional function improvement, and physical expression and creative expression ability improvement, and seven minor themes were derived: body image improvement, physical flexibility and motor function improvement, physical strength and activity ability improvement, impulse control and appropriate body expression, emotional stability and appropriate language use, positive language use and communication ability, expansion of various body expressions, sensory integration ability, and creative expression ability. Second, for emotional changes, two major themes were derived: the joy of moving and dreaming future, and the joy of challenge and transformation, and four minor themes were derived: the joy of moving and positive response, various futures from kindergarten teachers to ballerinas, the joy of achievement, and transformation in movement. Third, cognitive and learning changes were divided into three main themes: ‘self-directed learning motivation and concentration improvement’, ‘behavioral improvement and learning outcomes’, and ‘children who grow together through cooperation and communication’, and six sub-themes: improving concentration and learning attitudes, children who develop self-confidence, self-development through memory of promises and behavioral improvement, self-development through patience and concentration, understanding and communication through creative expression, and development of imitation, empathy, and cooperation.
As such, it was confirmed that participation in the STBT dance education program had quantitative and qualitative effects on slow learner children, so these results mean that a dance education program that suits the characteristics of slow learner children is urgently needed. Accordingly, if a dance education program that can help the growth of slow learner children in blind spots is continuously provided in general schools, they will grow like general students and the quality of life of slow learner children will improve. Accordingly, it is hoped that various programs for slow learner children will be developed, and these research results are expected to provide basic data necessary for developing teaching and learning methods for customized education for slow learner children.

Peltopuro(2022)는 느린학습자 아동에 대해 Sorites 역설(모래더미의 역설)을 적용하여 설명한다. 이 역설은 '모래를 얼마나 쌓아야 모래더미라고 할 수 있을까?'라는 질문에서 출발하는데, 한두 줌의 모래는 모래더미라고 할 수 없지만, 어느 순간 모래더미가 존재한다는 사실을 알게 된다는 것이다. 이와 유사하게 느린학습자의 지적 기능의 경계는 명확하지 않지만 존재한다. 느린학습자 아동은 외적으로는 정상적으로 보여 일상생활에 문제가 없어 보일 뿐만 아니라 학업이나 또래 관계에서도 어려움이 없어 보이지만, 내적으로는 각자 기능 수준에 심각한 제한이 있어 학업, 가정생활, 또래 및 대인관계 전반에서 어려움을 겪고 있으며, 언어적 표현력이 떨어져 정서적으로도 우울하며, 이에 따라 사회적 사각지대에 놓이게 되고, 이를 인지하지 못한 부모나 주변인들로부터 부정적인 경험을 반복하게 된다고 한다. 김성길(2016)은 정서적 불안, 우울, 긴장과 사회적 낙인을 경험하게 되며, 느린학습자 아동이 자기표현과 학습에서 성장할 기회를 상실하게 된다고 한다. 현재 느린학습자 학생은 전국에 80만 명 정도, 한 학급당 3명 정도 있다고 하는데, 장애 진단기준이 과거보다 완화되고, 학부모의 인식이 이전과는 바뀌었기 때문에 느린학습자 학생은 그 수가 늘어날 것으로 보인다. 2014년부터 느린학습자에 대한 교육의 필요성이 논의되기 시작하였고, 2016년의 개정 「초·중등교육법」에서 ‘학업에 하위요인 중 협동심과 자주성에서 긍정적으로 유의한 영향을 미치는 것으로 나타났다.
STBT 무용교육프로그램 참여가 느린학습자 아동에게 미치는 질적 효과로는 신체적·행동적 변화, 정서적 변화, 인지·학습적 변화 등 3개의 대주제가 도출되었으며 이에 대한 구체적인 내용은 다음과 같다.
첫째, 신체적·행동적 변화로는 신체 건강 및 운동기능 향상, 사회적· 정서적 기능 향상, 신체표현 및 창의적 표현능력 향상 등 3개의 중주제와 신체 이미지 개선, 신체 유연성 및 운동능력 향상, 체력 및 활동 능력 향상, 충동 조절 및 적절한 신체 표현, 정서적 안정과 적절한 언어 사용, 긍정적인 언어 사용과 의사소통 능력, 다양한 신체 표현력의 확장, 감각 통합 능력 및 창의적 표현능력 등 7개의 소주제가 도출되었다,
둘째, 정서적 변화로는 움직이는 기쁨과 꿈꾸는 미래, 도전과 변신의 기쁨 등 2개의 중주제와 움직이는 즐거움과 긍정적 반응, 유치원 선생님부터 발레리나까지 다양한 미래, 성취의 기쁨, 움직임 속 변신 등의 4개의 소주제가 도출되었다.
셋째, 인지·학습적 변화로는 ‘자기 주도적 학습 동기와 집중력 향상’과 ‘행동 개선과 학습 성과’ 및 ‘협력과 소통을 통해 함께 성장하는 아이들’ 등 3개의 중주제와 집중력과 학습 태도 개선, 자신감을 키워가는 아이들, 약속의 기억과 행동 개선을 통한 자기 발전, 인내와 집중을 통한 자기 발전, 창의적 표현을 통한 이해와 소통 및 모방, 공감, 협력의 발전 등 6개의 소주제가 도출되었다.
이와 같이 STBT 무용교육프로그램 참여가 느린학습자 아동에게 양적효과 및 질적효과가 있다는 것을 확인할 수 있었기에 이러한 결과는 느린학습자 아동의 특성에 맞는 무용 교육프로그램이 절실히 필요하다는 의미이다. 이에 사각지대에 있는 느린학습자 아동의 성장에 도움을 줄 수 있는 무용 교육프로그램이 일반 학교현장에서 지속적으로 제공된다면 일반 학생들과 같이 성장할 것이고 느린학습자 아동의 삶의 질이 향상될 것이다. 이에 느린학습자 아동을 위한 다양한 프로그램이 개발되기를 바라며 이러한 연구결과는 느린학습자 아동의 맞춤형 교육을 위한 교수·학습법을 개발하는 데 필요한 기초자료로 제공될 것을 기대한다.

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 연구의 제한점 6
• Ⅱ. 이론적 배경 8
• 1. 느린학습자의 정의 및 개념 8
• 2. 느린학습자 아동의 특성 10
• 3. 느린학습자 아동을 위한 무용 교육 16
• Ⅲ. 연구 방법 28
• 1. 연구 절차 28
• 2. 양적 연구 방법 31
• 3. 질적 연구 방법 35
• Ⅳ. 연구 결과 47
• 1. 느린학습자 아동의 양적 결과 47
• 2. 느린학습자 아동의 질적 효과 51
• Ⅴ. 논의 110
• 1. 느린학습자 아동의 양적 효과 110
• 2. 느린학습자 아동의 질적 효과 113
• Ⅵ. 결론 및 제언 121
• 1. 결론 121
• 2. 제언 124
• 참고문헌 126
• 부록 136
• 국문요약 149