장애영아 특수교육에 대한 유아특수교사의 인식

다국어 초록 (Multilingual Abstract)

Due to the implementation of free education for the infants with disabilities, the support system of the infants with disabilities has been established at government's level, and the opportunity for the infants with disabilities to learn inside the mainstream education. However, it is still in the initial stage, so there are many problems to solve. The purpose of this study is to lay the foundations for quality improvement of special education for the infants with disabilities through a survey of early childhood special education teacher’s awareness for the special education of the infants with disabilities. The established study problems are as follows. First, how do the early childhood special education teachers perceive the necessity and the importance of the special education for the infants with disabilities? Second, how do the early childhood special education teachers perceive the formation of the curriculum for the infants with disabilities and its operation? Third, how do the early childhood special education teachers perceive the environment of special education institutions for the infants with disabilities? A questionnaire consisting of total 35 questions was developed and used for study tools. For this study,110 early childhood special education teachers were selected by randomly. Those are working in national, public and private special schools kindergarten course and kindergarten special class. The study data collected in this way, has been analyzed for the difference by the variables through cross-analysis (p) and variance analysis t(p). The findings from the study are as follows. First, how do the early childhood special education teachers perceive the necessity and the importance of the special education for the infants with disabilities?
Special education teachers for the infants with disabilities perceived the necessity of the special education for infants, and many said it is In order to minimize the degree of disability. Special education teachers for the infants with disabilities perceived the necessity of the special education for infants, but they, in fact, did not know the content and actual situation of the education for the infants with disabilities. Special education teachers for infants answered that the most important purpose of the education forthe infants with disabilities was parents' education and the education for the infants with disabilities should started as early as possible. For the tasks to be solved most urgently for the education of the infants with disabilities, they answered it was the operation of education programs and the diversification of the content. Second, how do the early childhood special education teachers perceive the formation of the curriculum for the infants with disabilities and its operation? With respect to the type of the education program for the infants with disabilities, they preferred the ratio between class-oriented activities and visiting home activities at 70: 30. Special education teachers for infants responded, Appropriate, with respect to the criteria for the required number of classes which was specified in the Special Education Laws. With respect to the education institutions which they wanted to expand, they answered, The class for infants in the special school for infants. They perceived that the criteria for the teacher’s career for the infants with disabilities was appropriate, but they said that other factor, in addition to the qualification and the career, also should be considered; the factor was 'whether or not they completed the training course for the education for the infants with disabilities'. For the operation hours of education institutions, they preferred 'half-day', and they prefer the infants' class configured by age. They answered that the individual differences should be taken into consideration first, when establishing the curriculum. For the integrated education for the infants with disabilities, they answered it was not important. For the ratio between teachers and infants, they preferred 2 infants: 1 teacher. For the linked education with higher education institutions and the education of parents of the infants with disabilities, they answered they were very necessary. Third, how do the early childhood special education teachers perceive the environment of special education institutions for the infants with disabilities? For the environment of special education facilities for the infants with disabilities, special education teachers answered ‘play rooms, treatment rooms, wall handles, elevator, the toilets for the disabled, school shuttle bus, the area of class and the size, various toys, securing space, various education facilities' were important. The teachers' perception by teaching career, the type of institutions, and the experience for training, appeared almost the same. The result of this study, surveying the perception of special education teachers for infants, will provide the basic data for effective configuration and operation for the special education for the infants with disabilities.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 2
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 5
• 1. 장애영아를 위한 특수교육의 개관 5
• 2. 장애영아를 위한 특수교육의 독특성 14
• 3. 장애영아를 위한 특수교육의 최근 경향 18
• 4. 장애영아를 위한 특수교육의 현황 20
• Ⅲ. 연구 방법 24
• 1. 연구 대상 24
• 2. 연구 도구 25
• 3. 연구 절차 26
• 4. 자료 분석 27
• Ⅳ. 연구 결과 및 해석 28
• 1. 장애영아 특수교육의 필요성 및 중요성에 대한 인식 28
• 2. 장애영아 교육과정 편성 및 운영방법에 대한 인식 36
• 3. 장애영아 특수교육기관의 환경에 대한 인식 49
• Ⅴ. 논의 및 결론 55
• 1. 논의 55
• 2. 결론 및 제언 58
• 참고문헌 61
• 영문초록 65
• 부 록 69