성공적인 장애유아 통합교육 실천을 위한 탐색 연구 = An Explorative Study for the Successful Practice of Integrated Education for Young Children with Disabilities

국문 초록 (Abstract)

장애유아 통합교육은 유아특수교육을 제공하는 서비스 전달 체계 중의 하나이다. 최근의 유아특수교육의 촛점은 장애유아의 교육을 통합 환경에서 실시해야 하는가보다 어떻게 통합교육을 계획하여 실시하는가에 있다. 통합교육이 초등, 중등교육에 이어 유치원 교육에서의 실시가 발표된 현 시점에서 성공적인 장애유아 통합교육 실천을 위해 유아교육현장에서 고려하고 준비해야 할 과제요인으로 1)프로그램 2)장애유아 3)비장애유아 4)교사 5) 부모 6)교실 환경 6가지를 선정하여 고찰함으로서 우리 나라 현 상황에서 성공적인 장애유아 통합교육 실천을 탐색 연구하고자 한다.

다국어 초록 (Multilingual Abstract)

Integrated education for young children with disabilities, as one of the systems of delivery, is the right direction to pursue for 21st century early childhood special education. It is therefore necessary to thoughtfully consider some crucial preparatory points for the effective practice of integrated education. This study aims to offer an examination which will give some insight to teachers, parents and other professionals involved in this area. In the main body of the study, six crucial preparatory points are taken up for discussion and exploration based on our current educational situation. They are : the program, the teachers, children with disabilities and those without, parents, and the classroom environment. The following conclusions were made : 1. An effective early childhood educational program for the integrated education of young children with disabilities should contain elements concerning the children as a whole as well as addressing individual needs. It is therefore desirable to use programs based on cognitive development and behavioral theory rather than the traditional kindergarten program. 2. There are some preparatory skills for young children with disabilities to help them adapt to the integrated environment such as self-help skills, following instructions, participation in group activities, and communication skills. With preparation, it will be far easier to practice integrated education. 3. As the attitude of Young children towards young children with disabilities is very important, it would be more effective if they were offered knowledge of some disabilities through various activities and educational materials before the integration. 4. The teacher for young children in the integrated educational setting ought to possess professional knowledge and teaching metholosies of young children with disabilities. Therefore it is necessary to offer teachers the opportunity to be trained and to enhance their qualifications through pre-service teacher training and in-service training. 5. It is necessary to provide the parents of all children involved in the integration with parent education programs because their roles will be very important in children's development, educational activities, as well as the formation of Young children's attitudes. 6. The classroom environment for the integrated program is expected to be comfortable enough for the children to act freely. It should also be equipped with play materials and preparation for play activities in order to aid in children's interactions with them. The Young children with Disabilities should not be embarassed by changing the classroom environment without notice.