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정대영,Nam Raj Neupane 한국통합교육학회 2018 통합교육연구 Vol.13 No.1
통합교육의 효과적인 실행은 주로 교사 학교 및 사회 관련 요인들에 좌우된다. 그러한 요인들 가운데 교사는 통합교육 정책 실행 체계의 가장 중심에 자리 잡고 있다. 이 연구는 네팔의 통합교육 정책 실행에 있어 교사 관련 지연 요인을 살펴보고자 하였으며, 질적 연 구 방법에 기초한 기술적 연구 설계를 하였다. 모두 16명이 표집 되었으며, 카트만두 시내 에 있는 통합학교를 무선표집 하였으며, 따라서 그 학교에 근무하는 교감 4명, 교사 12명 이 자동으로 표집 되었다. 심도 있는 정보 수집을 위해 반구조화된 명담을 실시하였다. 연 구 결과에 의하면, 교사들은 필요한 지식, 기술 및 성향을 향상시킬 필요가 있다. 네팔의 통합교육 정책을 지연시키는 교사관련 요인으로는 교사의 정치 참여, 낮은 의식 수준, 변 함없는 태도, 부정적 지각, 소극적인 협력 활동 등이 지적되었다. 네팔 정부는 이러한 문제 를 해결하기 위해 교사의 의욕과 동기유발을 높이기 위해 노력해야 하고, 요구 기반의 연 수, 교사 준비 및 전문가 개발 프로그램을 제공하며, 교사의 정치를 참여를 제한하고, 학습 환경을 개선하는 등의 일련의 적극적인 조치가 이루어져야 한다. Effective implementation of inclusive education policy primarily relies on the factors associated with teachers, schools and societies. Among them, teachers are at the centre of educational system to implement inclusive education policy. The study attempts to investigate the impeding factors associated with teachers to implement inclusive education policy in Nepal. The study is a qualitative research followed by descriptive design. There were sixteen sample respondents, out of which four head teachers were selected automatically and twelve teachers from random sampling method from integrated schools located inside the Kathmandu valley. Semi-structured interview was conducted to collect in-depth information. The study found that teachers still need to uplift necessary knowledge, skills and disposition. Political involvement, low level of awareness, stereotypic attitudes, negative perceptions, and their unwilling behavior to collaborate are the factors affecting in implementing inclusive education policy in Nepal. The government of Nepal needs to take initiation to uplift the morale and motivation of the teachers, provide need based training, teacher preparation and professional development programs, detaching teachers from their political affiliation, improvement of learning environment etc. to solve these problems.
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Unveiling the Challenges of Home-School Collaboration in Special Schools of Nepal
정대영(Jung Dae Young),Nam Raj Neupane 한국통합교육학회 2019 통합교육연구 Vol.14 No.1
효과적인 가정-학교의 협력은 인천선언과 지속가능한 개발목표에서 언급한 바와 같이 통합교육 성공의 기반과 열쇠가 된다. 이 연구의 목적은 네팔의 특수학교에서 이루어지고 있는 가정-학교 협력의 실태와 문제점을 밝히는데 있다. 연구 방법은 질적 연구를 적용하였다. 연구 대상은 의도적 표집을 이용하여 카트만두 벨리 5개 특수학교를 선정하고, 각 학교의 교장 5명, 교사 5명 부모 5명을 각각 표집하였다. 표집된 15명의 대상자들을 대상으로 반구조화된 면담 프로토콜을 이용하여 자료를 수집하였다. 연구 결과에 의하면 관계 지속을 위한 짓기의 부족, 협력을 위한 명확한 지침의 부족, 비효과적인 의사소통, 상호 가치 불인정, 학교의 물리적 자원 부족 등이 효과적인 가정-학교 간의 협력을 저해하는 문제점으로 나타났다. 아울러 학교에서 제공할 개별화교육 계획 관련 내용을 법적으로 규정함으로써 가정-학교의 협력 문제를 해결의 효과적인 하나의 방법이 될 수 있을 것이다. The study attempts to investigate current realities and challenges of home-school collaboration in the special schools of Nepal. The study is based on qualitative paradigm and followed by descriptive research design. Five special schools from Kathmandu valley (Kathmandu, Bhaktapur and Lalitpur districts) were selected for the study by purposive sampling method. From these schools, five head teachers were automatically selected, five teachers and five parents (one from each school) were selected as respondents by purposive sampling. In-depth information was collected by using separate semi-structured interview protocols for head teachers, teachers and parents. The study found that lack of knowledge and skill to maintain relationship, lack of clear institutional guidelines, ineffective practice for IEP preparation and lack of professionals, and failure to acknowledge the importance of collaboration are the challenges for effective home-school collaboration. Lack of physical resources in schools is another vital factor. A continuous exposure and opportunities to work with the expert team is immensely essential to empower parents for effective collaboration. Teacher training for enhancing communication skills and maintaining relationship are essential. A clear legal provision for IEP process in school is required as an effective means to solve the underlying challenges of home-school collaboration.
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Sharan Hari Shrestha,한경근,Nam Raj Neupane 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.2
[Purpose] The study is aimed to explore the existing challenges for instructing children with intellectual disability in Nepal. [Method] This is a qualitative research study followed by descriptive design. Study includes 5 special schools of Kathmandu Valley which were selected by purposive sampling method. Similarly, 15 respondent teachers out of which 5 head teachers and 10 teachers (2 teachers from each school) were selected by purposive sampling method. Data collected from classroom observations and interviews with teachers and head teachers were validated by getting reviewed with a special education expert. [Results] Study showed that improving curriculum to make it need-based, recruiting qualified teachers, strengthening home-school collaboration, preparing an actual IEP, and developing positive thinking in parents are the challenges. Furthermore, enhancing support services, strengthening school management, and making school system disability-friendly are also the challenges associated with effective instruction to the students. [Conclusion] There are a number of challenges which can be overcome by the joint effort from the strong tie among government’s desire, strength of the schools, and qualified teachers.
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Dhruba Prasad Niure,정대영,Sharan Hari Shrestha,Nam Raj Neupane 대구대학교 한국특수교육문제연구소 2019 특수교육저널 : 이론과 실천 Vol.20 No.3
[Purpose] This study aimed at exploring the ways that teachers have been using to differentiate the general education curriculum in integrated schools of Nepal to meet the special learning needs of students with hearing impairments. [Method] Qualitative research paradigm followed by descriptive research design was applied to collect and analyze data. Six teachers and three sign language interpreters were chosen as study sample by using purposive sampling method to collect information regarding the realities and challenges of differentiating curriculum in an integrated educational setting. In-depth interviews, classroom observations, and document analysis were used to collate information on a required basis. [Results] Study results revealed that several techniques and strategies like recruiting sign language interpreters, grouping based on ability, placing students in the front row of classroom, residential educational services, etc. were applied to differentiate the general education curricula. Regardless of these efforts, there are a number of challenges that have been facing by teachers while differentiating curriculum such as, over responsibilities of the teachers, lack of instructional materials, inadequate sign language interpreters, limited sign language vocabularies, and inflexible curriculum etc. [Conclusion] Even though teachers have been making various attempts to differentiate the curricula, students with hearing impairments do not have full access to curricular contents.
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