특수교육보조원제 운영에 대한 특수교사와 특수교육보조원의 인식특성

다국어 초록 (Multilingual Abstract)

The Characteristics of Perception
on Management of Special Education Assistant System between Special Education
Teachers and Assistants.

Written by: Park, Jin-a
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, Young Chul Ph.D.

<Abstract>
The objective of this study is to identify the perceptions on the special education assistant system between special education teachers and assistants in order to provide specific data on use of the assistant system.
The data of the study were collected from 145 special education teachers and 122 assistants from 22 special schools and 87 schools which have paid special education assistants.
The questionnaire consist of 26 questions, and 150 copies were distributed to special education teachers and 150 copies were distributed to special education assistants. And then 267 copies were selected again as the final subjects for the study.
The data collected were analysed with a use of technical statistics(frequency, percentage, and sequence).
The results of this study are as follows:
Firstly, this study identified the characteristics in perceptions on the qualification and roles of assistants between special education teachers and assistants. Both groups of the subjects answered that special education assistants should have high school degree and major in child care and social welfare, and the title of the assistants: teachers are appropriate, assistants are inappropriate. The subjects answer the assistants should be familiar with instruction against troubled behaviors and have service mind rather than knowledge and techniques, and to support the students with disabilities, personal desires and class assistance are important. Most of them answer that they have no conflicts in respect to role limit, but special education teachers focus on moving and safety of students with disabilities, teaching and learning activities while assistants focus on management and support of troubled behaviors. When there are problems in working, the teachers seek for help from special education teachers of other classes and schools and the assistants answered they seek for help from assistants of other classes and schools. The teachers direct daily duties to assistants one by one and the assistants follow the duty table prepared by the teachers.
Secondly, in respect to training and arrangement, a training program should be provided for education of assistants by city and provincial education offices. For the types of employment, the teachers consider temporary employment as appropriate while the assistants prefer regular job. Both groups consider that the term of their service should be one-year according to usual school education systems. For the contents of training, special education teachers answered that adjustment techniques, prevention against troubled behaviors and intermediation strategies are the most important. And special education assistants answered that features of each disability, prevention against troubled behaviors and intermediation strategies are the most important. Both groups answered that they consider 60 hours or 120 hours of basic program but intensive programs of 30 hours should be given to the teachers rather than assistants. Job program is somewhat helpful and assistant system is very effective to prevent leaving their seats of the students with disabilities in field trips or integrated education.
Thirdly, for use and management of assistants, the teachers want to have the same working schedule as the teachers, contrastively the assistants want to work during student regular time. Teachers should give instructions to assistance and assistants should record what they do. As the schools or the education offices decide the number limit of each school, their selection, arrangement and management are appropriate. When safety problems occur, teachers and assistants should be responsible for them together. Both groups answered that special education teachers should evaluate the assistants and special education classroom is appropriate as a place of arrangement. when there is a conflict in opinions between them, they should have attitude to cooperate each other. The assistants recognize needs, necessity, and value of the students with disabilities and respect individual differences. Most of them answered that they make no activity plan in each support area. Some of them answered that they make it once or 5 times a week.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 특수교육보조원제 6
• 2. 특수교육보조원의 자격 및 역할 12
• 3. 특수교육보조원의 교육 및 배치 18
• 4. 특수교육보조원의 활용 및 관리 22
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 연구도구 27
• 3. 연구절차 28
• 4. 자료처리 29
• Ⅳ. 연구결과 30
• 1. 특수교육보조원의 자격 및 역할 30
• 2. 특수교육보조원의 교육 및 배치 46
• 3. 특수교육보조원의 활용 및 관리 59
• 4. 특수교육보조원제 운영에 대한 기타 의견 75
• Ⅴ. 논의 78
• 1. 특수교육보조원의 자격 및 역할 78
• 2. 특수교육보조원의 교육 및 배치 81
• 3. 특수교육보조원의 활용 및 관리 84
• Ⅵ. 결론 및 제언 88
• 참고문헌 92
• 영문초록 97
• 부 록 100