특수학급 치료교육활동 현황과 운영에 관한 치료교육교사 만족도

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the present status and needs for the therapeutic educational activities of the residential and itinerant education teacher. The subjects of this study were 146 teachers in charge residential and itinerant education. Every teacher, who attended in this survey, answered for a questionnaire of total 31 items, which was treated statistically with SPSS/PC and finally analyzed with x2 test method.
The results of this study were as follows;
First, therapeutic education in the special class at the ordinary school is not in the proper function. Such as lack of financesand human resources, facilities and perception of teachers and overall societies about therapeutic education can be the cause. More details are as follow; teachers of special class are in charge of therapeutic education at ordinary school and therapeutic education only focuses on daily business ability and language treatment, so therapeutic education, which meets disabled students' special qualities and individual peculiarities, is not in proper function. Therefore therapeutic education in public education is in urgent need to provide not only systematic and professional therapeutic education but also high quality therapeutic education for disabled students without cost.
Second, the perception of special education teachers aboutadding therapeutic education in special class at ordinary school as special education related service is positive. The present therapeutic education has strong opposition from disabled students, their parents, and special education teachers lack of teachers who are in charge of therapeutic education, facilities and budget and therapeutic education programs. Therefore, the present problems of therapeutic education can be settled by allocating more human resources who have specialty in therapeutic education at thespecial education support center in the education buildings of each city and providence, and by providing therapeutic support in accordance with demands from disabled students as well as by providing therapeutic education rooms, running school shuttles for commuting therapeutic education teachers and managing after school programs at school.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 치료교육활동 발전과정 및 개념 = 4
• 2. 치료교육활동 교육과정 구성 및 운영 = 12
• 3. 선진국의 치료교육활동 현황 및 운영 = 17
• 4. 우리나라 특수학급 치료교육활동 = 18
• Ⅲ. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 22
• 3. 연구 절차 = 23
• 4. 자료 처리 = 23
• Ⅳ. 연구 결과 및 논의 = 24
• 1. 특수학급 치료교육 현황 및 치료교육교사 만족도 분석 = 24
• 2. 특수학급 치료교육 운영 및 치료교육교사 만족도 분석 = 42
• Ⅴ. 결론 및 제언 = 54
• 1. 결론 = 54
• 2. 제언 = 54
• 참고문헌 = 56
• 영문초록 = 60
• 부록 = 62