자폐성장애 유아의 특수교육 배치 관련 부모의 경험 연구

최유정 대구대학교 특수교육대학원 2022 국내석사

The purpose of this study is to explore the experiences and meanings of mothers of young children with autism spectrum disorder through the process of accessing the kindergarten curriculum of special education. For this, an in-depth interview was conducted by selecting six mothers who lived in A city and had children diagnosed with autism, and who had participated in special education in kindergarten attached to elementary school. As a result of analyzing the data, four themes were derived: "Diagnosis of disabilities like a Maze", "Experience at First child-care institution in life", "Difficult encounter with Special education", and "Demand for a Better future". The conclusions based on the research results and discussions are as follows; First, the study participants experienced a lack of hospital information, a difficult diagnosis name, and psychological difficulties due to a child's disability in the process of diagnosing children's disabilities, and showed trial and error due to a separate system of diagnosis-treatment-education and economic difficulties. Therefore, concrete support measures such as providing diagnostic information at the national or local government level, establishing a linkage system for diagnosis- treatment-education, and preparing emotional and economic support measures for parents are needed. Second, the study participants had been discharged from the child-care institution due to their children's disabilities, and were feeling contraction and alienation in the process of exploring new institutions. It is necessary to find practical measures to provide special education and early detection information on disabilities to daycare centers and kindergarten teachers so that they can play a role in early identification, referral, and parent counseling. Third, in order to increase accessibility to the kindergarten curriculum in special education, a stable special education delivery system should be established by establishing of an effective linkage system of related ministries for the use of infant health examination results, strengthening public relations of role and function of special education support centers, establishing a participant-centered selection system including diagnostic evaluation and counseling processes, deploying and recruiting special early childhood teachers in the center, appointing educational professionals of the kindergarten curriculum in special education for expanding expertise. Fourth, the study participants expected that the system would be improved to reduce confusion among parents of the next generation and to change the education of children with disabilities from access to a guaranteed system. For this, it is required to establish a one-stop support system from diagnosis to education, an active information support plan at the national level, a strengthened public relations system using institutions with high accessibility for children with disabilities, and an transdisciplinary approach diagnosis system. This study proposes measures to increase the accessibility of the kindergarten curriculum in special education based on the experience of mothers of children with autism. Through various support measures, parents of children with disabilities can smoothly participate in special education, so that special education in kindergarten curriculum can establish its role and meaning as compulsory education. 본 연구는 자폐성장애 유아의 부모들이 유치원 과정의 특수교육에 접근하는 과정에서 겪는 경험들과 그 의미를 탐색하는 것에 목적을 두고 실시되었다. 이를 위해 A시에 거주하고, 자폐성장애 진단을 받은 자녀를 두고 있으며, 병설유치원 특수학급에서 유치원 과정의 특수교육에 참여한 경험이 있는 어머니 6명을 선정하여 심층 면담을 진행하였다. 자료를 분석한 결과 ‘미로 같은 장애진단’, ‘생애 첫 기관에서의 경험’, ‘특수교육과의 어려운 만남’, ‘더 나은 미래를 위한 요구’로 네 가지 주제가 도출되었다. 연구결과와 논의를 바탕으로 한 결론은 다음과 같다. 첫째, 연구 참여자들은 자녀의 장애 진단과정에서 병원 정보의 부족, 어려운 진단명, 자녀의 장애로 인한 심리적 어려움을 경험하였으며, 진단과 치료, 교육의 분리된 체계, 경제적 부담감 등으로 인한 시행착오를 나타내었다. 이에 근거하여 국가 또는 지자체 차원의 장애진단 정보제공, 진단-치료-교육의 연계체계 구축, 부모의 심리정서적 지원 및 경제적 부담감을 감소시킬 수 있는 방안이 필요하다. 둘째, 연구 참여자들은 자녀의 부적응 행동과 통합환경에 대한 기대감으로 인해 새로운 기관으로 입학을 희망하였으나, 입학을 문의하는 과정에서 기관 측의 거부를 경험하며 위축되고 소외감을 느낀 것으로 나타났다. 어린이집, 유치원 교사를 대상으로 특수교육 및 관련서비스에 대한 정보를 제공하여 조기발견‧의뢰‧부모 상담에 대한 역할을 수행할 수 있도록 실질적인 방안 모색이 필요하다. 셋째, 유치원 과정의 특수교육 접근성을 높이기 위해 영유아건강검진 결과 활용에 대한 관련부처의 실효성 있는 연계체계 구축, 특수교육지원센터의 역할과 기능에 관한 홍보 강화, 진단평가‧상담과정을 포함한 참여자 중심의 특수교육대상자 선정체계 마련, 특수교육지원센터 내 유아특수교사 배치 및 충원, 유치원 과정 특수교육의 교육전문직 선발을 통한 전문성 확대를 바탕으로 안정적인 특수교육 전달체계를 갖추어야 한다. 넷째, 연구 참여자들은 제도 개선을 통해 다음 세대 부모들의 혼란을 줄이고, 장애유아의 특수교육 접근이 보장되는 체계로 변화되기를 기대했다. 이를 위해 진단에서 교육으로 이어지는 원스톱 지원체계 구축, 국가기관 차원의 적극적인 정보지원 계획 수립, 장애유아의 접근성이 높은 기관을 활용한 강화된 홍보체계 안착, 초학문적 진단체계가 요구된다. 본 연구는 자폐성장애 유아 어머니의 경험에 근거하여 유치원 과정의 특수교육에 대한 접근성을 높이기 위한 방안들을 제시하고 있다. 다각적인 지원책을 통해 장애유아 부모들이 원활하게 특수교육에 참여함으로써 유치원 과정의 특수교육은 의무교육으로서의 의미를 확립할 수 있을 것이다.

특수교육지원센터 영아학급에 대한 어머니의 관점

박정은 대구대학교 특수교육대학원 2021 국내석사

본 연구는 특수교육지원센터 영아학급 경험에 대한 장애영아 어머니의 관점을 알아본 것이다. 이에 특수교육지원센터 영아학급에 배치되었던 장애영아의 어머니 8명을 대상으로 하여 심층 면담을 실시하였다. 자료 분석을 통하여 도출된 주제들은 감사와 실망, 너무 먼 특수교육지원센터, 특수교육 찾아 삼만리로 나타났다. 어머니들은 장애영아의 특성을 고려한 다양하고 준비된 수업과 특수교사와의 상담을 통해 도움을 받은 것에 감사한 마음을 나타내었다. 반면에 수준에 맞지 않는 교재교구 활용, 단순하고 흥이 없는 수업에 대해 씁쓸하다고 하였다. 또한, 장애영아 어머니들은 특수교육지원센터와 소통이 어려운 것에 대하여 아쉬워하였고 어머니의 요구가 받아들여지지 않은 부분에 대하여 불만을 나타내었으며 전문적인 지원이 부족한 것에 대하여 영아학급과 치료실의 차이를 느끼지 못한다고 하였다. 어머니들은 특수교육에 대한 정보를 구할 수 없어서 홀로 찾아 헤매는 것을 힘들어하였고 그 과정에서 상처를 받기도 하였으며 특수교육을 더 빨리 시작하지 못한 것을 안타까워하였다. 본 연구의 결과가 시사하는 것은 장애영아학급 운영과 조기중재 서비스의 질적인 개선을 위한 특수교사의 전문성 확보가 필요하며, 특수교육 서비스의 활성화를 위한 홍보가 시급하고 특히 장애영아를 키우는 어머니들의 요구와 의견을 반영하여 특수교육지원센터가 제 역할과 기능을 할 수 있도록 조기중재 서비스 체제의 개선이 필요하다는 것이다. This study explored the perspective of mothers of infants with disabilities on the experience of the infant class at the Special Education Support Center. Accordingly, in-depth interviews were conducted with 8 mothers of disabled infants who were assigned to the infant class at the Special Education Support Center. The topics derived from data analysis appeared to be appreciation and disappointment, a special education support center too far away, and a difficult and long search for special education. Mothers expressed gratitude for receiving help through various and prepared classes considering the characteristics of infants with disabilities and counseling with special teachers. On the other hand, the mothers said that they were bitter about the use of teaching materials that were not suitable for the level and the simple and uninteresting class. In addition, mothers of infants with disabilities were regretted that it was difficult to communicate with the special education support center, expressed dissatisfaction with the part where the mother's request was not accepted, and said that they did not feel the difference between the infant class and the therapy room for the lack of professional support. Mothers were unable to obtain information on special education, so it was difficult to find them alone. In the process, they were regretted that they could not start special education sooner and hurt. The results of this study suggest that it is necessary to secure the expertise of special teachers to improve the quality of early intervention services and to operate classes for children with disabilities, Publicity for vitalization of special education services is urgent. In particular, there is a need to improve support intervention services so that special education support centers can role and function by reflecting the needs and opinions of mothers raising infants with disabilities.

특수교육 수석교사의 교육과정 문해력 발달에 대한 자신의 이야기

김영순 대구대학교 특수교육대학원 2020 국내석사

본 연구는 특수학교 수석교사 수업과 역할 수행에서 교육과정 문해력이 어떻게 인식되고, 어떻게 사용되는지를 탐색해 보는데 있다. 이를 위해 특수학교 수석교사 한 명(여)을 연구 참여자로 하여 특수교육 교육과정에 대한 교육과정 문해력을 탐구해 보았다. 연구 결과, 특수교육 수석교사 교육과정 문해력은 ‘앎’의 층위와 ‘사용함’의 층위로 구분되었고, 앎’의 층위는 ‘교육과정에 관심을 가지기 시작하다!’와 ‘교육과정 분석 및 해석에 몰두하다!’ 두 가지 주제로, ‘사용함’의 층위는 ‘교육과정을 개발 및 활용하다!’주제가 생성되었다. 먼저 특수교육 수석교사가 교육과정에 관심을 가지기 시작하게 된 계기는 ‘잦은 교육과정 개정’, ‘학교 현장의 교육과정에 대한 무관심’, ‘수업발표대회 준비’ 등이었다. 그리고 관심을 가지게 된 배경에는 ‘수석교사로서의 책임 의식’이 강하게 작용했고, 더불어 교사들이 교육과정이라는 ‘숲’은 보지 못한 채 단위 수업에만 몰두하는 것에 대한 안타까운 마음 때문이었다. 이후 교육과정 문해력 수준을 높이기 위해 교사연수 및 자기연찬을 지속적으로 실천하여 교육과정의 의미를 제대로 파악하는 ‘앎’의 층위에 충실하였다. 두 번째 교육과정 분석 및 해석에 몰두하기 위해 먼저 자신의 수업에서 교육과정을 적용하면서 해석하는 방법을 사용하였고, 이를 위해 매년 수석교사 수업공개 시 적용해 온 교육과정을 교사들과 공유해 왔다. 또한 동료교사들의 교육과정 문해력에 대한 다양한 관점을 확인하고, 이를 실천하기 위해 해외(프랑스) 특수교사와의 국제교사교류사업에 참여하였고 교육과정 교사 동아리(수수친)을 만들어 실천하였다. 이렇게 실천한 교육과정 재구성을 시·도교육청 및 전국 단위의 다양한 연수 및 공청회에서 발표 및 전달하였다. 이를 통해 교육과정 개발자의 의도를 파악하고, 자신만의 교육과정 의미를 구성하였으며, 이를 바탕으로 전체적인 안목으로 교육과정을 활용할 수 있는 수준에 이르렀다. 다음‘사용함’의 층위에서 특수교육 수석교사는 학교 현장에 맞게 교육과정을 조절하는 작업을 하였고, 본인 및 동료교사들과 실행을 통해 교육과정의 문제점을 드러냈으며, 교육과정을 전체적으로 조망하는데 필요한 교육과정 맵핑자료를 개발하였다. 이러한 활동을 통해 교육과정 자료를 분석하고 활용하는 자신만의 관점을 가지게 되었고, 교육과정 자료의 특성, 가치를 확인할 수 있는 비판적 및 종합적인 검토를 할 수 있는 높은 문해력 수준에 이르렀다. 이상 특수교육 수석교사의 교육과정 문해력을 종합적으로 분석해 보면, ‘앎’의 층위와 ‘사용함’의 층위가 명확히 구분되는 것은 아니었으며, 본 연구의 수석교사의 노력과 열정을 따라하면 어떤 교사라도 모든 단계의 교육과정 문해력을 경험할 수 있을 것이다. he purpose of this study is to investigate how the literacy of curriculum is perceived and used in the class and role performance of the special school master teacher. For this purpose, the research participant investigated the literacy of the curriculum on the special education by using one master teacher (female) of the special school. As a result of the study, the literacy of the special education master teacher curriculum was divided into the level of 'knowing' and the level of 'using'. The level of 'knowing' was created with two themes: 'begin to be interested in the curriculum!' , And 'being to analyze and interpret the curriculum!' First, the reasons why the master teacher of special education started to be interested in the curriculum were 'revising the curriculum frequently', 'indifference to the curriculum at the school site', and 'preparing for the class presentation contest'. And the reason why they became interested was because of the strong responsibility as a master teacher, and the sad feeling about teachers concentrating on the a class without seeing the special education curriculum. In order to increase the level of literacy in the curriculum, the teacher training and self-training were continuously practiced and faithful to the level of 'knowing' that grasps the meaning of the curriculum properly. Secondly, in order to concentrate on the analysis and interpretation of the curriculum, the method of apply and interpreting the curriculum in the own class was used first. And for this purpose, the curriculum that has been applied to the public education of master teachers has been shared with teachers every year. In addition, to confirm and practice various perspectives on the literacy of the curriculum of fellow teachers, they participated in exchange projects with foreign (France) special teachers and created and practiced curriculum teacher clubs(Su-su-chin). The re-organization of the curriculum implemented in this way was announced and delivered at various training sessions and public hearings at the municipal and provincial offices of education and national level. Through this process, the purpose of the curriculum developers was identified, and the meaning of the curriculum was formed, and based on this, the curriculum could be utilized as a whole. Next, on the level of 'use', the master teacher of special education worked to control the curriculum according to the school site, revealed the problems of the curriculum through the execution with the teachers and their colleagues, and developed the curriculum mapping data necessary for the overall view of the curriculum. Through these activities, her have their own perspectives to analyze and utilize curriculum materials, and have reached a high level of literacy that can be critical and comprehensive reviews to confirm the characteristics and values ​​of curriculum materials. In conclusion, the level of 'knowing' and 'use' were not clearly distinguished from the level of 'knowing'. From the reorganization of the unit to the integration of subjects within and between the curriculum, we could see that the curriculum was changed into an overall view. Finally, if you follow the curriculum literacy course of the master teacher in this study, any teacher will be able to experience all levels of curriculum literacy.

청각장애아동 통합교육의 실태와 문제점 및 개선방안에 대한 질적 연구

김선애 대구대학교 특수교육대학원 2009 국내석사

이 연구에서는 청각장애아동의 통합교육의 실태 및 문제점을 제시하여 우리나라 청각장애아동 통합교육의 바람직한 개선방안을 모색하는데 그 목적이 있었다. 통합교육에 실패한 경험이 있는 청각장애아동의 학모와 그 학생을 지도해 본 청각장애학교 교사를 대상으로 면담을 실시하여, 질적 연구를 통하여 결과를 분석하고 논의하였다. 청각장애아동 통합교육의 실태와 문제점 및 개선방안을 알아보기 위한 본 연구 결과에 기초한 결론은 다음과 같다. 첫째, 우리나라 교육 현실과 여건에 구조적인 문제가 있다. 우리나라와 같이 과밀한 학급 규모와 입시 및 학력 최고주의의 학교교육 풍토, 경직된 행정구조, 일반교사의 특수교육의 낮은 이해정도 등의 지금 교육현실이 근본적으로 변화되지 않는 한 일방적인 상의 하달식의 변화 촉구에 불과할 뿐 진정한 의미의 통합교육 실현은 어려울 것으로 사료된다. 즉 지금의 한국 교육의 재구조화가 광범위하게 이루어지지 않고서는 통합교육의 실패는 당연한 귀결점인것이다. 그리고 그에 못지않게 오늘날 청각장애학생에게 적용하고 있는 일반학교교육과정의 타당성에 대한 의문이 제기되며, 실제적으로 외국의 경우에는 청각장애학교 교육과정을 따로 운영하고 있는 실정이다(Stewart &Kluwin,2001). 청각장애학생을 위한 교육의 과제는 결과적으로 청각장애학생과 건청학생의 학력격차를 어떻게, 그리고 얼마나 최소화할 수 있는가 하는 것에 대한 방안이다. 청각장애학생에게 일방적으로 일반교육과정을 적용하는 것이 교육의 평등권을 의미하는 것은 아닐 것이다. 둘째, 청각장애아동과 청각장애학교가 주체가 되는 통합교육 현장 조성을 위한 새로운 방향으로의 모색이 필요하며, 우리의 현실에 맞는 교육모델을 제시하고 적용하기 위한 노력이 필요하다. 이중언어와 이중문화접근법의 연구결과에 대한 수용 또는 대안적 방안의 제시가 그 모색의 일환이 될 수 있다. 미국의 New York School for the Deaf에서는 1997년에 150명의 청각장애유아를 대상으로 2Bi 접근을 적용하였다. 또한 미국의 48개 주에서는 이미 2Bi 접근을 적용하기 위한 ‘star school project'에 참여하고 있다. 2~3년 내에 이들의 연구결과는 발표될 것이다. 청각장애학생의 읽고 쓰는 능력에 있어서 ’넘지 못하는 10세의 벽‘을 넘어설 수 있는 방안이 제시된다면, 200여년 동안 지속된 언어교육방법론의 논쟁이 이제는 종식되기를 희망한다(권순우, 2005 ; 최성규, 2007). 그러나 2Bi 접근법의 효율성이 제시되지 못할 경우에는 보다 나은 언어교육방법론 또는 공학적 발전을 기대해야 할 것이다. 셋째, 일부 특수학교에서 실시하고 있는 특수교육 현장 주도의 역통합의 방법 역시 긍정적으로 검토하여 적극 활성화 하는 방법도 통합교육의 본질적인 효과를 극대화할 수 있는 방법이 될 수 있다. 통합교육의 주체는 특수교육 요구 학생이어야 하며, 청각장애학생의 통합교육의 주체는 청각장애학생이어야 한다. 또한 이들을 위한 효율적이고 성공적인 교육은 수행 역량과 자질이 높은 전문가에 의해 이루어질 수 있을 것이다. 물론 법개정을 통한 통합교육 정책의 강화와 현장교사들의 노력으로 지금 이루어지고 있는 일반교육 주도의 통합교육에 대한 가능성과 효과가 감지되고 있는 부분도 있으나, 이에 못지않게 주목해 볼 만한 현상은 여전히 분리교육체제로서의 특수학교 교육에 대한 요구도가 계속 증가하고 있다는 사실이다(한국특수교육총연합회, 2004; 정정진, 2005). 이러한 현상은 여전히 분리교육체제로서의 특수학교 교육에 대한 요구도가 계속 증가하고 있다는 것을 보여주고 있으며, 이는 결코 간과할 수 없는 현상으로 오늘날 실패하고 있는 청각장애아 통합교육에 대한 방법적 대안 제시가 될 수 있을 것이다. 청각장애아동의 통합교육의 장점과 문제점 등을 일반화된 가설로 논하기에는 여러 요인에 의해 직.간접적으로 영향을 받게 되므로 한계가 있다는 것은 분명한 사실이나, 본질에 충실한 청각장애아 통합교육이 이루어지기 위한 제언을 하자면 다음과 같다. 첫째, 발달장애아동을 중심으로 확산되는 통합교육이 청각장애아동에게도 동일한 시각으로 접근될 수 있는가에 대한 심도 있는 연구가 반드시 있어야 하겠다. 둘째, 독특한 교육적 요구를 필요로 하는 청각장애아동 통합교육의 효율화를 위해서는 체계적이고도 다양한 지원 방안이 현장 교육에 적용되도록 노력해야 한다. 우선적으로 일반 사회의 인식과 더불어 교육계의 인식이 성숙되어야 하며, 물리적 환경 개선과 아울러 교수적 여건개선의 뒷받침이 필수적이다. 그리고 청각장애학교 순회교사 제도 및 청각장애학생 전문 특수교육보조원 양성 등에 대한 검토 및 지원 방안에 대한 연구와 적용도 대안이 될 수 있을 것이다. 셋째, 청각장애아동과 청각장애학교가 주체가 되는 특수교육 현장 주도의통합교육의 방법을 긍정적으로 검토하여 적극 활성화하는 방안을 구상해봄이 바람직하다. 현실적인 제반 여건을 고려해볼 때 상당한 어려움이 있을 것으로 예상은 되지만, 구조적 변화가 없이는 결코 새로운 통합교육의 시대적 비전을 가질 수 없을 것이며, 교사, 교육과정, 학생, 특수학교와 일반학교의 노력이 곧 우리나라 청각장애학생의 학력신장을 보장할 수 있는 요인임은 미래에도 변함이 없는 분명한 사실일 것이다. Inclusive education has been established in South Korea recently, however unlike the philosophical foundation, the educational conditions are exposed with many problems, especially students with hearing impairment. The purpose of this study was to illustrate with a qualitative research what are the reality, problem, and future direction on effective inclusion environments for students with hearing impairment. The five hearing parents of the students with hearing impairment who are return to deaf school from inclusion classes, and five hearing teachers who are teaching for the five students who are returned to deaf school from inclusion classes were participated for this study. Interview method was utilized to manifest what are the reasons to come back to deaf school from inclusion classes. The results of this study were that: (a) the reality on inclusion environment for students with hearing impairment to return from inclusion classes was the structural problem including curriculum adaptation in inclusion education for students with hearing impairment; (b) the main problem on inclusion for students with hearing impairment was teaching and learning method in inclusion environment. There were any effective instruction design to teach the students with hearing impairment in inclusion environments; and (c) teachers and parents should consider who is the main subject in inclusion environments. Therefore this study concluded that the effective inclusion does not mean such as a mere place suggestion without any educational supports for the students with hearing impairment, and educational main subjects with and/or without disabilities do not exclude at any educational environments.

특수교사가 인식하는 일반학교 특수학급 고등학생 및 전공과학생의 진로?직업교육과정 현실과 연계방안

김소현 대구대학교 특수교육대학원 2022 국내석사

본 연구는 일반학교 특수학급에 재학 중인 고등학생 및 전공과학생의 진로・직업교육과정의 현실 및 연계방안에 대한 특수교사의 인식을 살펴보고자 하였다. 이를 위하여 일반학교 특수학급에 재학 중인 고등학생 또는 전공과학생을 대상으로 진로・직업교육과정을 운영한 경험이 있는 A지역 특수교사 6인을 대상으로 포커스 그룹 인터뷰(FGI)를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 일반학교 특수학급 고등학생의 진로・직업교육과정은 졸업 이후의 전환에 중점을 두는 경향이 있었으며 특히 대학 및 전공과 진학 준비라는 두 가지 방향으로 이루어지는 경우가 많았다. 아울러, FGI 결과는 장애인 복지 카드 미발급 학생을 위한 진로・직업교육과정 개발의 필요성을 보여주기도 하였다. 둘째, 일반학교 특수학급 전공과학생의 진로・직업교육과정은 전반적으로 학생의 취업에 초점을 두고 있었으나 성공적인 취업을 위해서는 학부모 및 사업체의 인식 개선이 필요함을 확인할 수 있었다. 또한 일반학교에 설치된 전공과의 진로・직업교육과정이 취업 위주로 이루어지는 것에서 나아가 각 전공과별 유형을 고려하여 다양하게 이루어질 필요가 있음을 보여주기도 하였다. 셋째, 일반학교 특수학급 고등학생 및 전공과학생의 진로・직업교육과정 연계방안으로는 교육내용의 연계, 도전행동 중재 방안 마련, 장애인 복지 카드 발급 문제 개선, 연계기관의 활용이 제시되었다. 이상과 같은 연구 결과를 바탕으로 본 연구는 장애인으로 등록하지 않은 특수교육대상자를 위한 졸업 후 진로대책 모색, 전공과 유형별 기준 마련, 연계기관을 포함한 진로・직업교육과정 관련 인력의 업무 부담감 경감의 필요성을 제시하였다. The purpose of this study was to examine the current situation and connection methods of career and vocational curriculum of high school and majoring course students in special classes recognized by special education teachers. For the purpose of the study, a focus group interview(FGI) was conducted with 6 special education teachers from area A who had operation experiences in career and vocational education curriculum for high school students or majoring course students attending special classes in general schools. The results of the study were as follows. First, the career and vocational curriculum of high school students in special classes tended to focus on transition after graduation, and in particular, there were many cases where they were conducted in two directions: college or majoring course. In addition, the FGI results showed the need to develop a career and vocational curriculum for students who did not issue a handicapped welfare card. Second, the career and vocational education curriculum of majoring course students in special classes generally focused on employment, but it was confirmed that parents and businesses needed to improve their perceptions for successful employment. It also showed that the career and vocational curriculum of majoring course established in general schools needed to be implemented in a variety of ways, considering the type of each majoring course, rather than focusing on employment. Third, as a way to connect career and vocational curriculum of high school and majoring course students in special classes, linkage of educational content, preparation of challenging behavior intervention plans, improvement of the issue of issuance of handicapped welfare cards, and the use of affiliated institutions were suggested. Based on the results, this study suggests the need to seek a career plan after graduation for special education students who are not registered as handicapped, prepare standards for each type of majoring course, and reduce the burden of work on career and vocational curriculum-related personnel, including associated institutions.

초등학교 특수교육에 대한 장애아동 학부모의 요구 조사

배기호 대구대학교 특수교육대학원 2007 국내석사

The purpose of this study was to examine and analyze what parents required from elementary special education or integrated class environment, Their children were attending elementary schools in south Gyeongsang province, Pusan metropolitan city, and Daegu metropolitan city. I made a special effort to seek ways to resolve the problems with special class education and to discuss it could be conducted better. As a result of the survey, the following finding were acquired. Firstly, regarding parent's need for special classroom environment, the parents were demanding on facility expansion for the disabled and space installation for special educational treatment. They were also demanding that special class should be located near to integrated class on the first floor. They were asked what facilities, equipment, and supplies were needed primarily to a special class. They answered that they regarded personal computers for special class students as essential. However, parents with a seriously disabled child responded that they needed a toilet for an exclusive use. Like this, we could know that the demand of parents was different according as how seriously handicapped their kid was. Selecting facilities, equipment, and supplies for special class education, it is natural that we should establish facilities depending on space configuration and easily-changeable structure more than a fixed one. It was much expected that understanding disabled students had priority over other things as special teacher's qualifications. Secondly, parents considered self-supporting skills the most regarding the contents on the current special education. They required that organization and management curriculums should be negotiated with between special schools and ordinary schools. Nonetheless, parents with a seriously-disabled student asked for the contents necessary for real life regardless of the school curriculum. Accordingly, organization and management curriculums should be individualized according to the special needs corresponding to every individual. Parents placed high value on the individual level and satisfaction whose children got an education in school. Nevertheless, knowledge on how to teach every student individually and reduction of teacher's trivial duties was preceded as conditions for individual lesson. Hence, it seemed that it was necessary to create the environment that can devote teachers to school work and constant training about individual education. Disabled students liked Art·music·physical class but did not like mathematics and Korean. While their parents demanded that contents on parents education should included how to treat their children in home, parents with seriously-disabled children and ones living in metropolitan cities were showed much interest in entering schools and upper schools, future courses, and educational measures. Thirdly, they answered to the management of special education executing in elementary schools as follows: The suitable number of students was six or seven. The proper number of lessons in a week was about 12. Parents generally thought that they had more amount of advanced information than average related to special educations. Source of information seemed to mainly be special teachers. From now on, we will strengthen the role of a special education assistance center installed every office of education. Parents with disabled students realized necessity of integrated education keenly. They considered that understanding of general teachers and non-disabled students should be preceded for integrated education. Therefore, we should let it executed systematically education on understanding disabled students and educational experience activity, and we will go forward to live together in the field schools or social organization.

초임 중등특수교사가 인식한 진로·직업교육의 어려움과 지원방안

노현귀 대구대학교 특수교육대학원 2024 국내석사

본 연구는 초임 중등특수교사가 인식하는 진로·직업교육의 어려움을 밝히고 이를 해소할 수 있는 지원방안을 제안하는 것을 목적으로 하였다. 이를 위하여 진로·직업교육 업무를 담당하거나 관련 교과수업 경험이 있는 초임 중등특수교사 8명을 연구참여자로 선정하여, 반구조화된 심층면담을 실시한 후, 면담자료를 지속적 비교분석법으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임 중등특수교사들은 진로·직업교육의 어려움으로 진로·직업교육 관련 전문성 부족, 다양한 학교 환경과 학생 수준, 충분하지 않은 인적·물적 지원을 들었다. 둘째, 초임 중등특수교사가 인식한 진로·직업교육 활성화를 위한 지원방안으로는 초임 중등특수교사 대상 진로·직업교육 전문성 증진, 폭넓고 다양한 교육과정과 교재교구 마련, 관계기관 간 연계․협력 강화가 도출되었다. 본 연구결과에서 도출된 내용을 바탕으로 시사점을 다음과 같이 제시하였다. 첫째, 초임 중등특수교사가 진로·직업교육에 관한 전문성을 쌓을 수 있도록 직전교육을 강화하고 연수와 멘토링 및 장학을 활성화하여야 한다. 둘째, 표준화된 진로·직업교육 교육과정을 편성·운영하고 현장에서 활용 가능한 다양한 학습자료 및 교재교구를 제공하여야 한다. 셋째, 진로·직업교육 운영을 위한 인적· 물적 자원을 풍부하게 제공하고 관련된 관계기관 협력을 강화해야 한다. The purpose of this study is to reveal the challenges of career and vocational education perceived by beginning secondary special education teachers and to propose support plans to resolve them. Eight beginning secondary special education teachers who were in charge of career and vocational education or had experience in related subject classes were selected as research participants. Semi-structured in-depth interviews were conducted, and the interview data were analyzed using the constant comparative method. First, beginning secondary special education teachers expressed challenges in career and vocational education, citing a lack of expertise, diverse school environments and student levels, and insufficient human and material support. Second, proposed support plans for enhancing career and vocational education, as perceived by beginning secondary special education teachers, included enhancing career and vocational education expertise for beginning secondary special education teachers, providing a wide range of educational programs and teaching materials, and strengthening interagency cooperation and collaboration. Based on the results, the following implications are suggested. First, pre-service education should be strengthened and training, mentoring, and supervising should be promoted so that beginning secondary special education teachers can build expertise in career and vocational education. Second, a standardized career and vocational education curriculum must be organized and operated, and various learning materials, as well as teaching resources usable in the field, must be provided. Third, abundant human and material resources should be provided for career and vocational education, and interagency collaboration needs to be strengthened.

초등학교 특수학급 교육진단평가 실태 및 개선방안 연구

김희자 대구대학교 특수교육대학원 2001 국내석사

The purpose of this paper is to research teachers' opinion for the reality of educational diagnosis assessment for elementary schools which have special classes, and to suggest development plan. As for study method, questionnaires were used to special class teachers of 212 classes in elementary schools in GyeongNam, and I could get results from 165 pieces of collected questionnaires, as follows; First, most of the educational diagnoses were being done in the last of second semester, and the sequences were in the order of request, assessment accomplishment, handicap distinction, IEP, parents' agree, and entering to special classes, and main contents which were reported to assessment committee were low level of study accomplishment, and most of the cases were getting agree from their parents. For the persons who worked for educational diagnoses assessment were mainly in the schools like special classes teachers and their original teachers, and for test tools, they usually used figure test, Wechsler Children Intelligence Test, basic study function test, and study preparation test, so we could notice that they were concentrating their efforts to measure their intelligence development degree. They were usually using assessment data of children for distinction and entering classes, and parents' participation for individualize education planning was very low, and decision for individualize educational contents was usually made by special teachers. Second, most of them thought the time and sequence of current educational diagnosis assessment were proper, and there were more negative opinions for that only low level of study accomplishment was the main object of educational diagnosis assessment, and most of the teachers felt the necessity of parents agree for educational diagnosis assessment. There were more opinions that working persons, assessment tools, and use of assessed data were not proper, so we could notice that we should develop it. Most of them thought that parents joining were extremely short when we prepare individualize educational plan, and there were more positive opinions for educational arrangement reality. Third, more of them had opinions that it was proper to test in the last of second semester and from time to time for educational diagnosis assessment in elementary school special classes, and that it was proper to assess in the sequence of request, assessment accomplishment, parents' agree, distinction of the handicapped, entering special classes, parents' agree, and IEP. And, they wanted adaptable training activities for correct educational diagnosis assessment, and they wanted synthesized assessment by joining together of the persons in the school and specialists in variety fields for educational assessment test. And they wanted reliable test by preparing test tools of variety of fields according to tendency of integrated education, and they wanted the result of assessment to be used most diversely for the development of children. The region of this paper is limited in elementary school special classes in Kyung- Nam, so it is required to expand this study to nationwide region.

특수학급 아동의 통합교육에 대한 초등학교 일반교사와 특수교사의 인식수준

장보원 대구대학교 특수교육대학원 2001 국내석사

The purpose of this study was to identify the recognition level of regular classes teachers and special classes teachers on the efficient inclusion. This study was carried out by examining the survey to the teachers and then by comparing their group's recognition level according to their area, sex. and teaching career. The results of this study were as follows; First, special classes teachers were higher than general classes teachers in the recognition level on the inclusion in general. At the domain of 'recognition degree', 'specialty' and 'problem solving ability', special classes teachers showed higher level than regular classes teachers. But at the domain of' critical mind', there was no significant differences between two teachers' group. Second, the teacher's recognition level was as follows; At the domain of 'recognition degree' and 'critical mind', there was no significant differences. But at the 'specialty' and 'problem solving measures', teacher's group in urban area had higher level than rural teachers. When they were compared according to sex, there was no significant differences. And also there showed no remarkable differences between sex at the four sub-domains. In case of regular classes teachers, male teachers' recognition level was higher than female teachers, but in case of special classes teachers, the opposite was true. There was no significant differences compared by teaching career at the recognition level on the inclusion. After analyzing and comparing the sub-domains according to the teachers' career, the results showed no signigicant differences and no interrelation between teachers' group and their career. This meant that teachers' career had no effect on the recognition level of inclusion. From the above results, my suggestion was it's desirable to investigate the recognition level of school executives, parents, and general students on the inclusion. because their recognition level was also very important.

초등학교 특수학급 교사의 안전교육 실태와 인식 수준

김민선 대구대학교 특수교육대학원 2009 국내석사

The purpose of this study was to examine the state of safety education among elementary teachers in charge of special classes and their awareness of it in an attempt to help improve safety education. As a result of trying to address research questions posed in this study, the following findings were given: First, the elementary teachers in charge of special classes provided safety education as part of their educational plans. But that was conducted occasionally or in particular occasions only, which showed that safety education couldn't be said to be on the right track. Prolonged and systematic safety education is required in order for disabled children to recognize what might put them in danger in school and other places. The teachers in charge of special classes shared the responsibility for safety education geared toward integrated disabled children with teachers in charge of inclusive classes. Therefore there should be smooth collaboration between the two to ensure the efficiency of safety education. In the elementary special classes, evacuation training and on-the-spot guidance were well implemented on the whole, and on-the-spot study was identified as the most common way to conduct safety education. Second, most of the teachers thought that disabled children were more in want of safety education due to the higher probability of safety accidents, and they cited their disabilities and carelessness as the biggest cause of safety accident. In terms of the selection of what to teach, they considered it most important to allow for the developmental character- istics of different sorts of disabled children and their personal characteristics. Integrated disabled children are likely to have a less chance to receive individualized education while they study with nondisabled children, and special education teachers should try to provide them with customized safety education in view of their personal characteristics. As for how to guarantee the successful prevention of safety accidents, the elementary teachers in charge of special classes put the most emphasis on the roles and responsibility of parents, and many had an opinion that the responsibility rested on both teachers and parents. Every teacher deemed it advisable for each school to be insured or join a school safety mutual-aid association to prevent safety accidents. It implied that the elementary teachers in charge of special classes were anxious about safety accidents, and that an appropriate compensation system should be built to protect teachers and students from safety accidents. The teachers found it most important for schools and families to make concerted efforts to conduct effective safety education, and they also asked for an additional supply of teaching materials and aids, the diversity of safety education and cooperation or support from relevant organizations.