유아교사와 유아특수교사가 특수유아 통합교육에서 직면하는 어려움에 관한 연구 = A Study on Teacher's Difficulties in the Inclusion of Young Children with Special Needs

다국어 초록 (Multilingual Abstract)

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.

국문 초록 (Abstract)

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.

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