자폐 범주성 장애 학생의 특성 및 교수방법에 대한 특수교사의 인식 및 지원 요구 = A Survey of the Perceptions and Support Needs of Special Education Teachers on Characteristics of and Teaching Practices for Students with Autism Spectrum Disorder

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate perceptions and support needs of special education teachers, who had and have taught students with autism spectrum disorder(ASD), on characteristics of students with ASD and teaching practices for the students. For this study, a survey questionnaire was distributed to 1,942 special education teachers in 746 schools in Seoul and a total of 796 surveys were analyzed among the returned surveys. The results indicated that special education teachers showed above moderate level of knowledge, implementation, and needs for training on characteristics of ASD and teaching practices for students with ASD. In terms of teaching practices, sub-domains rated as a high level of knowledge are likely to show a high level of implementation. However, the level of implementation was significantly lower than that of knowledge, which means teachers have less implemented than their perceived level of knowledge regarding teaching practices. Also, there were significant differences between the level of knowledge and implementation on characteristics of ASD and teaching practices across teachers’ educational background, years of teaching experiences, type of schools, and number of students with ASD teaching presently. However, there were no significant differences in needs for training across the variables. Based on the results, support needs of special education teachers who are teaching students with ASD were identified and implications for teacher training were provided as follows: (1) teacher training based on applications in the field, (2) specialized teacher training based on teachers’ needs, (3) comprehensive educational approach considering characteristics of ASD.

국문 초록 (Abstract)

본 연구는 급증하고 있는 자폐 범주성 장애(ASD) 학생의 효과적인 교육을 위해 이들을 지도하는 특수교사의 지원 요구를 파악하고 전문적인 교사교육의 필요성을 모색하고자 ASD 학생을 지도하는 특수교사의 장애 특성 및 교수방법에 대한 인식 및 지원 요구를 조사하였다. 이를 위해 서울시 746개교 1,942명의 특수교사를 대상으로 설문지를 배부하였으며 회수된 설문지 중 최종 796부의 설문지에 대해 ASD 특성과 교수방법 및 기술에 대한 특수교사의 지식 및 실행수준, 연수요구를 분석하였다. 그 결과 특수교사들은 ASD 특성과 교수방법 및 기술에 대해 전반적으로 보통 이상 수준의 지식 및 실행수준, 연수요구를 보였으며, 특히 교수방법 및 기술에 대해서는 지식수준이 높은 영역에서 실행수준도 높게 나타났다. 그러나 지식수준에 비해서는 실행수준이 유의하게 낮아 실제로 지식수준만큼 실행하지는 못하고 있는 것으로 나타났다. 연구참여자의 변인별 특성에 따른 ASD 특성과 교수방법 및 기술에 대한 지식 및 실행수준의 차이를 분석한 결과 학력, 경력, 근무기관 유형 및 담당 학생 수에 따라 유의미한 차이가 나타났으나 연수요구에 있어서는 변인별 차이가 나타나지 않았다. 이와 같은 결과를 토대로 ASD 학생을 지도하는 특수교사의 지원요구를 확인하고 나아가 ASD 학생을 지도하는 특수교사의 교육을 위해 다음과 같은 제언을 중심으로 논의하였다: (1) 현장적용 중심의 교사교육, (2) 교사 요구를 고려한 특화된 전문성 교육, (3) ASD 학생의 특성을 고려한 종합적인 교수적 접근.

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