발달지체 영·유아 가족지원 프로그램에 대한 예비유아특수교사와 유아특수교사의 인식

함기주 단국대학교 특수교육대학원 2010 국내석사

이 연구의 목적은 가족지원 프로그램에 대한 예비유아특수교사와 유아특수교사의 인식을 알아보고, 그들 간에는 어떠한 차이가 있는지를 조사하여 교육 현장에서 가족지원 프로그램을 실시하는 교사들과 앞으로 유아특수교사가 될 예비교사가 발달지체 영·유아의 가족들에게 효율적이고, 실질적인 가족지원 프로그램을 실시하는데 긍정적 영향을 주기 위한 기초 자료를 제공하고자 한다. 이러한 연구목적 달성을 위한 구체적인 연구문제는 다음과 같다. 첫째, 예비유아특수교사와 유아특수교사의 가족지원 프로그램에 대한 전반적인 인식은 어떠한가? 둘째, 예비유아특수교사와 유아특수교사의 가족지원 프로그램 실시 방법에 대한 인식은 어떠한가? 셋째, 예비유아특수교사와 유아특수교사의 가족지원 프로그램 내용에 대한 인식은 어떠한가? 이를 조사하기 위하여 예비유아특수교사는 현재 D대학교 특수교육대학원에서 ‘유아특수교육’을 전공중인 대학원생들을 대상으로 실시하였다. 유아특수교사는 서울, 경기, 인천에 소재하는 유아특수학교, 특수학교 유치부, 특수학급이 있는 공·사립 유치원, 통합교육을 실시하고 있는 공·사립 유치원, 장애 통합 어린이집에서 발달지체 영·유아를 교육하고 있는 현직 유아특수교사들을 대상으로 연구를 실시하였다. 수집된 설문지 자료는 SPSS 프로그램을 이용하여 분석하였다. 응답자의 기초사항은 빈도와 비율로 분석하고, 가족지원 프로그램 인식에 대한 집단 차이는 t검증을 통해 분석을 실시하였다. 연구 문제들의 결과를 요약하면 가족지원 프로그램과 관련하여 전반적인 인식과 실시방법, 가족지원 프로그램 내용에 대한 예비유아특수교사와 유아특수교사의 인식은 두 집단 모두 긍정적인 인식 수준을 보이고 있다. 크게 유의미한 차이는 아니지만 전반적으로 예비유아특수교사의 인식이 조금 더 높은 것으로 결과가 나타났다. 이 연구의 결과를 토대로 결론을 내리면 다음과 같다. 첫째, 발달지체 영·유아의 가족지원 프로그램에 대하여, 예비유아특수교사와 유아특수교사는 발달지체 영·유아들의 교육과, 가족을 위하여 보다 적극적인 모습과 다양한 방법으로 지원해야 한다. 둘째, 예비유아특수교사들을 위하여 유아특수교사 양성과정인 대학교육과정에서 적극적으로 가족지원 프로그램과 관련하여 최신의 정보와 다양한 지식을 전달해야하며, 직접적인 경험을 할 수 있도록 도와야 한다. 셋째, 유아특수교사 역시 특수교육현장에서 가족들과 함께 다양한 방법과 내용으로 가족지원 프로그램을 실시하고, 새로운 정보나 최신의 이론, 방법을 접할 수 있는 재교육의 기회를 적극적으로 가져야 한다. 이상과 같은 결론을 통하여 발달지체 영·유아의 가족지원 프로그램에 대하여 제언을 하자면 다음과 같다. 가족지원 프로그램에 대한 인식에 연구뿐 아니라, 가족지원 프로그램에 대한 문제점과 개선점을 연구하여, 가족지원 프로그램을 실시함에 있어 보다 실질적인 기초를 제공하고, 다양한 프로그램을 개발하여 현장에 적용함으로써 그에 따라 얻어지는 효과와 관련된 연구가 필요하다.

예비유아교사와 예비유아특수교사의 통합교육 인식비교

위미경 대구대학교 교육대학원 2007 국내석사

This study is a kind of comparative research between the preparatory infant teachers and preparatory infant specialists about the handicapped infant's integrated education with the normal infants. It also figures out the cognition of the each positive and negative groups in comparative ways with survey. It is divided into five subcontents such as 'Concept of integration', 'Teacher's professionalism', 'Teacher's endurance time and demand of patience', 'Expectation to studies', and 'Expectation for the behaviors' as well. These categories show preparatory teachers and specialists' different cognitions each other about the integrated education. Through this research, the conclusions are as follows: First, most of preparatory infant teachers expect the handicapped and the normal infants to be influenced positively each other by the integrated educations. They also expect that the integrated education helps the handicapped infants improve their mentalities and independencies, when the handicapped attend at the integrated education class with normal infants. By attending at normal class, the needs of the handicapped are more adequately satisfied with, and easily improve their learning abilities, and sharply decrease abnormal behaviors. The normal infants would be influenced very well by the touch and meet of the handicapped as well because the handicapped are inclined to get some superiorities in some areas that the normal have never had. Preparatory teachers think that the college students majored in infant education have to improve their understandings and professionalism for the handicapped infants. So they think that the overall feedback education will be demanded very strongly for the integrated education with the handicapped. Second, the most preparatory infant specialists consider positively about the integrated education as well. They think that the integrated education will give reciprocal opportunities to improve understandings about the handicapped infants and generosities of differentiations between the normal and the handicapped infants. And they feel that the same chances should be given to the handicapped working together with the normal infants in ordinary class. They think that students majored in infant education should prepare for the integrated education with the handicapped. And preparatory infant teachers also are supposed to improve their professionalisms on teaching about learning and behaviors for the handicapped infants by seeking for informations through the infant specialists' experiences. Third, both preparatory infant teachers and infant specialists' cognitions are positive for the handicapped children's integrated education, but preparatory infant specialists are more positive than preparatory infant teachers. For the integrated education it needs to be compared to preparatory infant teachers and infant specialists in five subcontents; 'Concept of integration', 'Teacher's professionalism', 'Teacher's endurance and demand of patience', 'Expectation to studies', and 'Expectation for behaviors'. Especially 'Expectation for behaviors' shows significant differences between them in five subcontents. In the area of 'Teacher's professionalism', preparatory infant specialists are more affirmative than preparatory infant teachers, but there are not many differences between them. Through this research, I would like to offer four more suggestions for next successive researches. First, the people who are surveyed are very limited to experience many works with the handicapped people and have knowledges on the person who just four special centers have been working right now in the survey areas. Therefore, the more we try to enlarge the research area to the people who live in all over the country, the more various results will be obtained. Second, the students who majored in infant education at college level is easy to improve various educations by participating in the handicapped programs and studies and accomplish the successful effort of integration in the place. Third, it needs to open training courses for the integrated education in each group, and it needs qualitative methods to be compared to differences between the person who takes the courses for the handicapped and the person who doesn't as well. Forth, there must be linking special programs to share the both subjects or general observations of training courses between both courses of infant education and special education for the handicapped infants.

예비유아교사의 특수교육에 대한 태도 분석

고지현 공주대학교 교육대학원 2008 국내석사

This study aims to employ the semantic differential meanig scale so as to investigate into preservice early childhood teachers' attitude toward special education, with a view to provide basic materials for establishing educational policies including special education and special training for preservice early childhood teachers. To do that, the author has examined these study questions: First, is there any difference in the teachers' attitude toward special education depending upon their religion? Second, is there any difference in the teachers' attitude toward special education depending upon the variables of their experiences? In this study, questionnaires were distributed to 310 freshmen and juniors at the department of early childhood education of three junior colleges located in Jeju Island. The determination tools used in this study include general questionnaires to ask about the teachers' individual background and special education experiences, and semantic differentiation scales questionnaires to analyze the teachers' images of special education. The semantic differentiation scales adopt the five factors used in a previous study (Gyeong-won Yim and others, 2006) and they are classified into five such as activity factor, evaluation factor, ability factor, quality factor, and role factor. The data collected were statistically processed using SPSS 10.0 for Windows Program. In processing and analyzing the data about each study question, t-test was used to determine if there was any statistical difference at the level of p<0.01 and/or p<0.05. The following is the conclusions of this study: First, there is no difference in the teachers' attitude toward special education depending upon their religion. Second, there is no difference in the teachers' attitude toward special education depending upon if they have any disabled family members or relatives. Third, preservice early childhood teachers who have completed special education-related subjects have more positive recognition of special education than those who have not. Fourth, there is no difference in the teachers' attitude toward special education depending upon if they have received special education related training or not Fifth, there is no difference in the teachers' attitude toward special education depending upon if they have served in such institutions as provide special education, or not. Sixth, the teachers who have had regular practices during combined education classes have more positive attitude toward special education than those who have not.