장애유아 통합교육을 위한 일반교사와 특수교사 간 협력체제 연구 = Study of collaborative teaching practices implemented by general and special early educators in the process of delivering early childhood inclusive education

다국어 초록 (Multilingual Abstract)

The study investigated collaborative practices for providing early childhood inclusive education among early childhood teachers and early childhood special education teachers. The investigator individually interviewed 5 EC teachers and 5 ECSE teachers and collected documents related to inclusive education. The results of this study were summarized as follows:
First, directors of kindergartens and early childhood special education (ECSE) teachers decided whether to place children with disabilities within an inclusive classroom. The activities to include children with disabilities were decided by the ECSE or ECE teachers making a request and receiving consent, rather than through mutual discussion.
Second, themes or contents of conversation or exchange of information between the two teachers were mostlyevents which simply happened in the inclusive classroom or behavioral characteristics of the child with the disability. The procedures for the conversation or information exchange were informal and personal.
Third, conflicts and disagreements between the two teachers occurred in the decision making process for activities to include children, the roles and responsibilities taken by each teacher in the inclusive classrooms, and the two teachers'different instruction procedures for children with disabilities. The teachers did not actively try to resolve the conflicts, and tended to give up solving the conflicts.
Fourth, ECS teachers perceived themselves as the owners of the inclusive classes whereas ECSE teachers regarded themselves as helpers, and assistant teachers to ECE teachers in the inclusive classrooms.

국문 초록 (Abstract)

본 연구는 특수학급이 설치된 단설유치원의 장애유아 통합교육 실시과정에서 수행되는 유아교사와 유아특수교사간의 협력 실제에 대해 탐색하였다. 통합교육에 참여하고 있는 5명의 유아교사와 5명의 유아특수교사들을 개별면담하고 관련 문서 자료를 수집하였다. 본 연구의 결과는 다음과 같다. 첫째, 통합학급은 원장과 특수교사가 결정하고 유아교사의 형식적 동의를 구하는 형태로 결정되며 통합할 활동유형이나 시간대는 통합학급의 일정, 활동의 난이도 등을 고려하여 두 교사간의 상호 제안이나 요청에 의해 비공식적으로 결정되었다. 둘째, 두 교사가 통합교육과 관련하여 교류하는 정보나 대화의 주제는 유아의 행동 특성이나 발생했던 특별한 사건이 주를 이루었으며 교류 방식은 비공식적 회의 혹은 단순한 대화형식이었고 교육계획안은 문서 형태로 전달되었다. 셋째, 두 교사간의 의견 불일치는 통합할 활동유형이나 시간, 통합학급에서 특수교사의 교수 활동 주도 정도, 장애유아지도 방법 등의 면에서 포착되었고 이를 해결하는 방법은 최소한의 제안이나 요구 또는 문제를 수용하거나 포기하는 방식으로 해결하였다. 넷째, 통합과정에서 유아교사는 통합학급을 주도적으로 운영하는 역할로 인식하였고 유아특수교사는 자신을 도우미, 보조교사, 중개자, 지원자 등으로 역할 규정하고 있었으며 두 교사 모두 통합과정에서 자신의 역할에 대한 혼란과 소외감을 가지고 있었다.

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