특수교사의 다문화 장애학생 교육에 대한 경험과 그 의미

다국어 초록 (Multilingual Abstract)

ABSTRACT

The special education teachers? experience and meaning about education for multicultural students with disabilities
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Su Jin Shin


Major in Secondary Special Education
Graduate School of Special Education
Kongju National University


Supervised by Professor SeongHee Han, Ph. D.

This study aimed to analyze the experience and meaning of special education teachers about the education for multicultural students with disabilities.
The main themes of analysis could be summarized as follows:
A. How are the special education teachers contemplating the home surroundings of multicultural students with disabilities?
B. How are the special education teachers contemplating the school life of multicultural students with disabilities?
C. What is the experience of special education teachers about the education for multicultural students with disabilities?
D. What is the meaning from the experience of special education teachers about education for multicultural students with disabilities?

Data for this study were collected through qualitative methodology from depth interviews with 3 special education teachers who are teaching the multicultural students with disabilities in special classrooms.
Four themes: 'Lonely alien', 'Sand bowl', 'Struggling through the waves' and 'Sailing against the headwind' were emerged. and important findings of this are as follows:
First, home surroundings of multicultural students with disabilities that the special education teachers are contemplating are very negative. The special education teachers think the students have a lot of language problems are affected by foreign mothers and live in bad home environment.
Second, the school life of multicultural students with disabilities that the special education teachers are experiencing are very positive. The special education teachers think the students are warmly received by other students and teachers in general classroom, and are treated as same students in special classroom. The special education teachers educate them based on not their multicultral background but their individualized education needs.
Third, the difficulties from experience of the special education teachers about education for multicultural students with disabilities are the lack of active communication with the parents and the general teachers.
Four, the proper education for multicultural students with disabilities that the teachers think should be made by efforts among the school, especially the home room teachers in general classrooms, the Ministry of Education and the local community agency for multicultural families. For the benefit of that, the teachers emphasize the accurate process of the distinction is necessary if the students need the special education or only special language program.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구 동기 1
• 2. 연구 질문 4
• 3. 연구 한계점 5
• 4. 용어 정의 5
• Ⅱ. 연구 맥락 6
• 1. 다문화 가정에서의 자녀교육 6
• 2. 다문화 학생의 학교생활 12
• 3. 다문화 교육에서의 교사의 역할 14
• 4. 현상학적 연구방법 15
• Ⅲ. 연구 설계 18
• 1. 연구 참여자 18
• 2. 자료 수집 19
• 3. 자료 분석 22
• 4. 연구의 진실성 30
• Ⅳ. 특수교사의 다문화 장애학생 교육과 그 의미 31
• 1. 다문화 장애학생: 고독한 이방인 31
• 2. 다문화 장애학생의 학교생활: 세상 속으로의 한걸음 36
• 3. 특수교사의 다문화 장애학생 교육: 거친 파도를 헤치며 41
• 4. 특수교사의 다문화 장애학생 교육 의미: 역풍에 돛을 달고 44
• Ⅴ. 결론 48
• 주 51
• 참고문헌 52
• ABSTRACT 56
• 부록 58