특수교육대상아동의 통합교육 참여 수준에 대한교사와 학부모의 인식

이한얼 ( Han Eol Lee ) 한국지적장애교육학회 2014 지적장애연구 Vol.16 No.4

The purpose of this study is to investigate teacher``s and parents`` recognition of special education needs children``s participation in inclusive education. To accomplish of this purpose, a questionnaire was administered to 102 special education needs children``s inclusive class teachers and parents, and it was analyzed their recognition levels of inclusive education participation subareas divided subject learning, experiential activities, friendship activities and school event activities. The results of this study are as follows: First, teachers`` recognition levels of special education needs children``s participation are higher than parents`` in inclusive education total and all of subareas. Second, the lower grades teachers`` recognition levels of special education needs children``s participation are higher than the higher grades teachers`` in inclusive education total and subareas of subject learning, experiential activities, and friendship activities. Third, the lower grades parents`` recognition levels of special education needs children``s participation are higher than the higher grades parents`` in inclusive education total and subareas of subject learning, experiential activities, and school event activities. The parents`` recognition levels of special education needs children``s participation in inclusive education total and all of subareas at undercrowded class are higher than at the overcrowded class. The results of parents`` recognition being lower than teachers`` are due to be unsatisfied with parents`` expectations of special education needs children``s participation in inclusive education. The suggestions of these findings are as follows: First, there should be various ways to ensure special education needs children``s participation of inclusive education from the perspective of the education consumers and it is necessary to try to improve parents`` recognition of methods and contents in inclusive education. Second, it is necessary to reduce the number of students in inclusive classes in the appropriate level and it should be identified and eliminated disturbance factors on special education needs children``s participation of inclusive education.

유아교사와 유아특수교사가 특수유아 통합교육에서 직면하는 어려움에 관한 연구

백경순 한국영유아교원교육학회 2005 유아교육학논집 Vol.9 No.4

The purpose of this study is to investigate the opinions which both early childhood education teachers and early childhood special education teachers have on the difficulties that they experience in inclusion. The study adopted the method of both qualitative and quantitative analysis, transcribing the interviews with teachers. The results revealed that the difficulties of the early childhood teachers were mainly related to young children with special needs, including lack of education methods for young children with special needs, teachers education without real needs, lack of appreciation for the inclusion, lack of support for teachers. On the other hand, the difficulties of early childhood special education teachers were mainly on the environment for the general early childhood education, including lack of information about general young children and classrooms, the uncooperative relations with early childhood education teachers, the unhappy feelings about the class interrupted by the young children with special needs, and teacher education without real needs. After all, early childhood education teachers were ignorant of early childhood special education, and early childhood special education teachers ignorant of early childhood education. Thus, they suffer difficulties where these two fields are contrary to each other. The research suggests that forming reciprocally cooperative relations is crucial to the success of the inclusion for young children with special needs. 본 연구는 특수유아 통합교육의 경험이 있는 유아교사와 유아특수교사를 대상으로 통합교육 현장에서 부딪치는 어려움에 대한 의견을 조사하였다. 연구결과 유아교사가 느끼는 어려움에는 주로 특수유아와 관련된 것으로 특수유아의 교육방법 부족, 그리고 현장감 없는 교사교육, 통합교육에 대한 낮은 의식 수준, 교사지원의 부족 등으로 구분되어지고, 유아특수교사가 느끼는 어려움에는 주로 일반유아교육 환경에 대한 것으로 일반유아와 일반교실의 정보 부족, 유아교사와의 비협력적인 관계, 그리고 특수유아의 수업방해로 인한 미안함, 현장감 없는 교사교육 등으로 구분되었다. 결국 유아교육과 유아특수교육은 두 영역 간에 서로 상치되는 부분에서 어려움을 겪고 있었으며, 이는 상호 협력적인 관계 형성이 특수유아의 통합교육을 성공적으로 이끄는 중요한 요소임을 시사하고 있다.

장애자녀를 둔 부모의 상담모형 개발을 위한 특수교사와 학부모 상담욕구 분석

여광응,송종원 한국발달장애학회 2005 발달장애연구 Vol.9 No.1

이 연구는 장애자녀를 둔 부모들의 심리적 건강과 행복을 위한 부모상담 모형개발의 기초 자료로써 장애자녀를 둔 부모와 특수교육 현장의 특수교사를 대상으로 상담 욕구를 분석하기 위하여 수행되었다. 이 연구는 부산시내 특수학교 초등부 153명의 학부모와 78명의 특수교사 설문을 분석하였다. 연구결과, 부모는 장애자녀를 둔 부모 자신과 장애자녀의 미래와 진로, 장애자녀의 형제/자매와 관련된 가족문제, 심리적인 문제를 높은 상담욕구로 들었고, 특수교사는 부모의 자아상과 가치관, 부모의 과민반응, 피해의식, 실망, 회피, 우울 등과 같은 부모와 관련된 영역과 가족과 형제/자매를 포함한 가족영역 그리고 장애자녀의 미래와 진로 등에 대한 상담욕구가 높게 나타났다. 이를 바탕으로 장애자녀를 둔 부모를 위한 상담을 계획할 때 고려해야 할 요인은 첫째, 장애자녀를 둔 부모 자신의 긍정적 가치관과 건강한 자아상을 고취시킬 수 있는 내용, 둘째, 부모 자신과 배우자 그리고 장애자녀의 형제/자매를 위한 가족상담, 셋째, 가족과 이웃, 친지 등과의 관계등 대인관계의 문제 해결능력을 향상시킬 수 있는 내용, 넷째, 부모 자신과 장애자녀의 미래와 진로의 문제 등으로 종합 할 수 있다. The purpose of this study was to analysis the counseling need for handicapped children parents and special education teacher for development of the counseling model. Two hundred eighty mentally retarded children parents and ninety special education teachers were selected from the special education school in Busan, and one hundred fifty-three parents and seventy-eight special education teachers were responded. The measures were made 2 ways, the one is open style questionaire to analysis for the handicapped children parent the other is made by personal hypothesis. The data were used for content analysis, frequency analysis and t-test. The research questions were posed as follows: 1. What is the counseling needs of handicapped children parents in elementary special school. 2. What is the counseling needs of special education teacher for handicapped children parents in special elementary school . 3. What is the difference counseling needs between handicapped children parents in elementary special school and special education teacher. 4. What is the considerable counseling factor to development counseling model for the handicapped children parents. The results of the experiments were as follows: 1. Handicapped children parents state their conflict factors that 1)the problem related future of the handicapped children. 2)the problem related relations with the brothers/sisters, family and neighborhood and 3)the problem related own personal value. However, the special teachers state that 1)handicapped children parents need that parent's psychological matter like affirmative self-esteem, self-value, their sensitive and delusive response 2)family counseling for their kid and spouse and 3)the career counseling for their further. The opinion to solve to take part in counseling, the parents reponse to take part in counseling program 60~70%, and teacher reponse 70~80%. And the considerable counseling factors to development counseling model for the handicapped children parents are 1) to improve their like affirmative self-essteem, self-value, 2) family counseling to help parents oneself their kids and spouse, 3) the problem solution ability related relations communication and relationship, 4) the career counseling for their kid and herself/himself.

특수교육지원센터의 특수교육관련서비스에 대한 장애유아부모의 인식도와 요구도 조사

유현숙 ( Hyeon Suk Yoo ),김인숙 ( In Suk Kim ) 미래유아교육학회 2013 미래유아교육학회지 Vol.20 No.2

This study is the research which searches for the awareness and needs for the Special Education related services of Special Education Support Center which the parents who have children with disabilities have. For the purpose, 181 parents of the children with disabilities who live in Jeollabukdo Province were interviewed and the consequence was analysed. To provide with Special Education related services of Special Education Support Center, correct information for the disabled which is in the special education law must be given to the parents through various advertisement of the schools which the children with disabilities attend. Also, administrative or financial support is needed so that several education centers to which the children belong may advertise variously. To provide with Special Education related services that the parents expect, Special Education Support Center should be reborn as the systematic one and it should give systematic services which are appropriate for the life cycle of the children with disabilities. Also, to be reborn, the complement of the current legal affairs is needed. It is needed that the Special Education related services of Special Education Support Center should be the ones that not only compensate the children with disabilities but also support the families` normalization. To get the Special Education related services of Special Education Support Center, it is seriously needed that we should plot professional personnel and match the lack of it to the medical professional personnel of the local community.

교육정책 문서에 나타난 특수유아에 대한 담론: 텍스트 마이닝 분석을 중심으로

서보순 한국유아특수교육학회 2024 유아특수교육연구 Vol.24 No.3

Educational policy documents are public data that reveal the discourses that society creates about education in the field of policy practice. This study analyzed educational policy documents to uncover how education system figurates children with special needs. For this purpose, 164 long-term plans and annual plan documents in the fields of general education, special education, and early childhood education published by the Ministry of Education and provincial education offices over the past three years were selected for analysis. The text mining analysis included frequency of occurrence, co-occurrence, TF-IDF, and topic modeling, and the discourse was derived by repeatedly reading the original texts. The results showed that, firstly, the words ‘support’, ‘children with special needs’, ‘preschool’, ‘operation’, and ‘special education’ were highly frequent. Second, co-occurring words were combinations of words related to early detection and diagnosis, admission system, information sharing, management and support of the education system, development, the basis of inclusive education, and educational placement. Third, in the educational policy documents, children with special needs are figurated as ‘children needing enhanced support for entrance,’ ‘children struggling to access equal educational opportunities,’ ‘children receiving free education,’ ‘children educated based on assessed development and disabilities,’ and ‘children driving the infrastructure for inclusion and cooperation’. This study explored perspectives on children with special needs, discovered the discourses that our education creates, and discussed new ways of refiguration children with special needs.

어린이집 장애전담교사의 개별화교육프로그램 실행 현황과 영향 요인분석

조윤경,김수진 한국보육학회 2011 한국보육학회지 Vol.11 No.4

Individualized Education Program(IEP) is basic frame of special education for children with disabilities which based on special needs. This research is to survey implementing and effect factors of IEP of 119 teachers for children with special needs who participated in ‘the manual of child-care and education management for children with disabilities’ teacher education on 2011. As a result, the score of implementation in scope of IEP stages showed different. The contents of behavior support plan and family related area specially lower than of goal development, embedded learning opportunities in routines and activities, assessment and evaluation. Also, the implementation of collaboration with teachers and parents, related persons showed lower level. IEP implementation is related positively with taking the course in special education subjects and teacher education experiences. Based on these results, the further discussions toward enhanced IEP implementation system were suggested. 장애아의 현행 수준에 근거하여 맞춤형 교육을 제공하는 개별화교육프로그램은 장애아 교육의 중심적인 형태이다. 본 연구에서는 장애아 보육 실행의 질적 기준의 하나인 장애아 3명당 한명씩 배치되어 있는 장애전담교사의 개별화교육프로그램 실행 현황과 이에 영향을 미치는 변인을 알아보기 위해서, 2011년 6~7월 한국보육진흥원 주최 서울․경기지역 ‘장애아보육 운영 매뉴얼 교육’ 참여자 중 119명을 대상으로 조사하였다. 설문지 분석결과, 첫째, 개별화교육프로그램의 단계별 각 범주의 실행도에서 목표 설정과 일과 및 활동 삽입 목표의 실행, 진단평가, 정기적인 평가도 높지 않았지만, 이에 비해 행동지원 계획 및 실행과 가정연계의 실행이 낮게 나타났다. 둘째, 가족 혹은 외부 전문가 및 어린이집 원내 교사들 간의 지원과 협력이 낮게 나타났고, 셋째, 개별화교육프로그램의 실행도와 장애 과목 이수율과 연수 참여가 정적인 관계가 있는 것으로 나타났다. 연구 결과를 바탕으로 개별화교육프로그램 실행을 강화하기 위한 지원체계를 제안하였다.

장애영유아 통합보육 및 교육 지원 기관의 운영 실태 및 요구

이정림,강경숙,김은영,엄지원 한국통합교육학회 2013 통합교육연구 Vol.8 No.1

The purposes of the study are to investigate the current status of delivery system for inclusive child care․education for young children with special needs and to find out more advanced supportive ways for it. For this, the laws and related policy materials were reviewed and focus group interviews with supervisors, team leaders of special education support center were administered. Based on the findings of the study, some problems and political suggestions for operating delivery system were made; First, a diagnosis and placement of young children with special needs should be made systematically under supervision of nation. Second, educational and therapeutic support have to be well provided qualitatively. Third, in order to operate and provide high quality program, there should be an effort to improve staff professionalism in the special education support center. Fourth, a systematic supervision of children with special needs should be conducted via computerized networking. In conclusion, free and compulsive education system for young children with special needs should be stabilized and vitalized and support plan has to be arranged for even young children with special need not yet to get care and education. And ultimately all young children with special needs should have equal qualitative care and education services regardless of their residential areas and strive to full inclusion for them. 본 연구에서는 어린이집과 유치원의 통합보육 및 교육 등 지원기관에 대한 전반적인 실태와 요구를 파악하여 좀 더 발전적인 지원방안을 도출하고자 하였다. 이를 위해 우리나라 장애영유아 통합보육‧교육에 대한 법과 정책 등 관련 자료를 검토하고, 특수교육 전달체계인 특수교육지원센터의 관련 전문가를 대상으로 포커스그룹 인터뷰를 실시하였다. 본 연구를 통해 유치원과 어린이집의 소속부처가 상이함에 따라 이원화된 행정체계가 존재하기 때문에 그에 따른 지원 전달체계의 문제와 요구를 분석하였고, 그 결과는 장애영유아 조기발견을 위한 진단 평가, 장애영유아를 위한 교육지원, 치료지원서비스, 전문 인력의 전문성, 제반 어려움 및 요청 등으로 구분하여 제시하였다. 향후 장애영유아 무상 및 의무보육‧교육 체계 안정화 및 활성화, 통합보육 및 교육 미지원 장애영유아 지원 방안 마련, 지역 간 차이 없이 장애영유아에게 질 높은 보육과 교육 서비스 제공을 제안하였다.

장애유아 부모교육 실태 및 교사와 부모의 요구 비교

차윤정 ( Cha Yoon-jeong ),전병운 ( Jeon Byoung-un ) 한국유아특수교육학회 2002 유아특수교육연구 Vol.2 No.2

The purpose of this study was to investigate the need of the teachers and the parents about education contents and methods in educating parents with special need for young children for solidifying the link between the families and the educational institutes and for applying effectively education programs. For the purpose, we carried out a questionnaire survey against 98 preschool teachers who were working at the preschool classes of special schools, kindergartens annexed to primary schools and early education centers (welfare centers) and 137 parents of special needs for young children. The questionnaire contains questions asking about the state of education for parents, and needs of contents and methods in educating parents. The results of the study are as follows. First, with regard to the stat e of parent education, satisfaction with existing parent education appeared low as a whole. The main methods of parent education were interviews with parents and lectures by guest speakers. The main contents were knowledge and skills for guiding the children, basic information about special needs for young children and consulting on raising children. Second, the content needed most in parent education was knowledge about special education and disabilities. While the teachers concentrated on counseling and family support, the parent concentrated on services at local communities and welfare for children. Third,with regard to the methods of parents education, the teachers replied that interviews with parents and parents’ participation as assistant teachers were the most effective methods, while the parents mentioned interviews with parents, class visiting and lectures by guest speakers as the most effective methods. In conclusion, no statistically significant difference was found between the two groups, but there was a gap in what was needed for parents education due to the different values and interests of the two groups. Above all, it is an essential factor for teachers and parents to understand each other for maintaining cooperative relations. That is, the best education of special needs for young children should embrace not only the children but also all the family members, instead of concentrating on the children as we have done so far. In addition, it is required to mitigate the troubles occurring in the relations of teachers and parents, and to develop desirable relations.

유아기 의무교육 권리 강화를 위한 특수교육대상학생 보호자의 지원 요구

박소영(Park, Soyoung),백종남(Baek, Jongnam),홍사훈(Hong, Saahoon),이정윤(Lee, Jungyoon),백상수(Baek, Sangsu) 한국특수교육교과교육학회 2020 특수교육교과교육연구 Vol.13 No.3

이 연구는 자녀의 영·유아기 보육 및 교육기관 경험을 가지고 있는 특수교육대상학생의 보호자를 대상으로 유아기 의무교육에 관한 지원 요구를 파악하여 특수교육대상유아 의무교육 권리 강화 방안을 모색하고자 하였다. 연구 참여자는 전국 17개 시·도 특수교육대상학생의 보호자 757명이다. 연구 방법은 조사연구를 통해 자료를 수집하였으며 빈도분석 방법으로 분석하였다. 연구결과 첫째, 영·유아기 교육 및 보육 경험에서 교육기관 중 국·공립 유치원 이용경험이 높았고, 그 이유는 통합교육을 경험하기 위해서였다. 보육기관 중 민간어린이집 이용경험이 높았고, 이유는 집 근처 통합유치원이 없어서였다. 둘째, 장애유아 의무교육에 대한 인식에서 의무교육 실행요건으로 교사 자격은 유아특수교사(교육부 자격), 기관장 자격은 국․공․사립 유치원 원장(교육부자격), 배치 기관은 국공립유치원이 가장 높았다. 의무교육 실행개선을 위해 특수학급 설치유치원에 특수교사 배치, 특수교육을 전공한 방과 후 전담인력 배치, 특수교육지원센터를 통한 다양한 치료지원 인력 확보가 필요한 것으로 나타났다. 이 연구의 결과에 따라 특수교육대상유아를 위한 의무교육 지원과 관련된 법률의 개정 및 정책 수립 방향에 대해 논의하고 제언하였다. The purpose of this study was to investigate the measures to strengthen the right of the compulsory education for early childhood special education by identifying parents’ demands for supports. Seven hundreds and fifty seven parents of children with special needs were recruited from 17 provinces in Korea. The survey were conducted to collect data and the frequency data analysis were used. The findings of the study were as follows. First, in terms of parents perception on the care settings and the education settings, the parents preferred to be enrolled their child into public educational settings rather than care settings to provide inclusive education to their child. Second, parents were aware of operation requisite for compulsory education that teachers should have teaching certification issued by the Ministry of Education, that the chief of the organization should have education director certification issued by the Ministry of Education, and that their children should be enrolled in public preschool. To improve compulsory educational practices, special teachers should be placed at preschool where special class were setup, after school care-givers who majored special education should be placed, and therapy support service providers should be hired at Supporting Center for Special Education. Based on the results of this study, the revision of the law and the direction of policy establishment related to the compulsory education support for young children with special education needs were discussed and suggested.

장애유아 의무교육 시행 보육시설에 대한 통합 교육 컨설팅 효과 연구

조윤경 육아정책연구소 2011 육아정책연구 Vol.5 No.1

2010년부터 ‘장애아 등에 대한 특수교육법(2007)’에 의거하여 만 3-5세를 대상으로 의무교육이 시행되고 있고, 이에 따라 모든 보육시설은 장애유아를 받아들일 준비를 해야 하는 상황이다. 따라서 본 연구에서는 의무교육 시행기관인 보육시설에서 장애유아 의무교육을 시행하기 위해서 갖추어야 하는 지식적인 내용(콘텐츠)과 교육 활동의 진행 과정(운영 절차) 등을 포괄적으로 담은 통합 프로그램 운영 매뉴얼에 따라, 통합을 시작하는 보육시설에 장애전문 지역사회기관인 장애인복지관 내 장애아(통합)보육지원센터를 매개로 하여 약 11개월 간 통합보육 컨설팅을 시행하였다. 그 효과를 49개 학급을 지원한 10명의 순회지원교사와 49명의 장애전담교사의 ‘통합 프로그램 평가 척도’를 통한 사전-사후 평가 비교로 검증하였다. 검증 결과 통합 컨설팅 시행 사전과 사후 평가 결과는 유의한 차이를 나타냈고, 보육시설에 대한 장애유아 통합 컨설팅은 효과적임을 입증했다. 그러나 순회지원교사 집단 내에서의 사전-사후 평가는 유의한 차이가 있었으나, 장애전담교사 집단 내에서는 유의한 차이가 없었다. 이는 장애전담교사가 사전 자기 평가 측정에서 높은 평정을 한데서 기인한다. 그리고 사전 평가에서는 순회지원교사가 장애전담교사 집단에 비해 유의하게 낮게 평정했으나, 사후 평가에서는 두 집단 간에 유의한 차이가 없었다. 이러한 결과를 바탕으로 통합 컨설팅을 양적·질적 시행을 강화하기 위한 다양한 방안이 논의되었다. All child care and education centers should accept the handicapped children, due to the compulsory education for 3-5 year old preschoolers with special needs. This research is to provide the child care and education centers implementing the compulsory education with the consultation of the comprehensive contents and procedures to inclusive education manual, and to prove the effects of consultation. For these purposes, the pre tests and post tests of 'the inclusive program checklist' were carried out by self-evaluation of 49 teachers for children with special needs and observational evaluation of 10 itinerant consultant teachers participated in “Support Center for Inclusive Child-Care and Education” in community centers for the handicapped. According to comparison, the pre tests and post tests of 'the inclusive program checklist' showed the significantly difference, and demonstrated the effects of consultation for inclusive education. The pre tests and post tests showed the difference in itinerant consultant teachers group, but no difference in teachers for children with special needs group. This was caused by high ratings of teachers for children with special needs group in pre tests. Based on the results, further suggestions to enforcing the inclusive education consultation were discussed.