장애 유아의 유치원 통합교육 현황 및 프로그램 지원 욕구 = A Survey of Current Practice and Program Needs for Including Preschoolers with Disabilities

국문 초록 (Abstract)

장애 유아 통합교육은 유아교육 현장에서의 하나의 거스를 수 없는 동향으로 인식되고 있다. 그러나 장애 유아 통합교육을 통한 진정한 교육적 성과는 물리적인 배치만을 통해서 이루어지는 것이 아니며, 이들의 교육적 경험을 최대한으로 지원하는 구조적 요소와 교육과정적 요소들에 의해서 이루어진다. 우리나라는 아직까지 장애 유아 통합교육을 지원하는 이와 같은 구조적 및 과정적 지원의 체계를 갖추지 못하고 있으므로 앞으로의 통합교육 발전을 위한 과제로 인식되고 있다. 그러므로 본 연구에서는 앞으로의 장애 유아 통합교육 활성화를 위한 정책적 제도가 실질적인 교육적 성과로 연결될 수 있도록 현재 통합교육 현장의 실태를 알아보고 현장의 경험을 통한 지원의 욕구를 알아보는 것을 목적으로 하였다. 본 연구를 통하여 얻어진 결과를 중심으로 장애 유아 통합교육 활성화를 위한 제도적 체계 수립과 함께 다양한 노력이 기울여져야 함이 논의되었다.

다국어 초록 (Multilingual Abstract)

The current trend to educate young children with disabilities in natural and inclusive environments reflects recommended practices in the early childhood and early childhood special education. However in Korea, there is no system to provide young children with disabilities in inclusive preschools with professional support such as special education teacher yet. Therefore, this study was designed to investigate the current practice and program needs of preschools for including preschoolers with disabilities in the area of Seoul. A questionnaire was developed to ask how the current practice of the early childhood inclusion was and what kind of program needs they had, and mailed to 980 preschools located in Seoul. Across the city, 262 preschools responded and participated in the study.
Based on the responses from 262 preschools in the area of Seoul, the current practices and program needs of early childhood inclusion for preschoolers with disabilities were analyzed. The result indicated that most of participating preschools held positive beliefs about inclusion and the number of young children with disabilities in inclusive preschools has been increasing for recent three years. Data also suggested the importance of developing support system for quality inclusion including personnel with professional knowledge and skills and inservice training of early childhood teachers. Discussions and implications of the result for developing the appropriate support system for including preschoolers with disabilities were provided.

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