장애영아교육경험이 있는 유아특수교사의 장애영아교육에 관한 인식=

다국어 초록 (Multilingual Abstract)

Teacher’s knowledge in special education determines the quality of teaching. This research attempts to find out early childhood special education teachers’ experience and knowledge in special education for infant and toddler with special needs. Furthermore, the research discusses how special education can be further improved based on the analysis of special education teachers’ opinions on changes in the education thus far. Depth interviews were conducted to nine early childhood special education teachers who have experience in teaching special needs students in Busan. Reviewed through qualitative content analysis, the result can be summed up to three main points. First, the special education teachers all understood the importance of special education for infant and toddler with special needs, particularly in regards to establishing meaningful communication with the family, securing milestone for young children through their first schooling experience, and motivating themselves on continuing in professional development as a teacher. Second, the special education teachers implemented their teaching practice by using the national childcare curriculum. In regards to special education, the curriculum emphasizes on using appropriate forms of instructional materials for special education, offering family centered early intervention as well as family support, running full-day classes, and assisting preschoolers’ transition to kindergarten. Third, the special education teachers pointed out the challenges such as: the lack of systemical structure in curriculum operation, teaching resources, mentors, professional development opportunity as special educators, general understanding of special education from school administrators, and government funding; limitations with itinerant education; the absence of the proper course of study to teach special education; the insufficient support to special education from the special education support center; and difficulties with relationship building with parents. Thus taking these three points into serious consideration, this research suggests that providing more opportunities of professional development for special educators, normalizing functions and roles of special education support center, and developing the course of study, drafting bills, and administrative framework specific for special education can improve the current situation of education. The research further offers key solutions to advance special education

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 2
• Ⅱ. 이론적 배경 3
• 1. 장애영아교육의 개관 3
• 2. 장애영아교육의 법적인 지원 4
• 3. 장애영아교육의 현황 6
• 4. 장애영아교육에 관한 선행연구 13
• Ⅲ. 연구 방법 18
• 1. 연구의 참여자 18
• 2. 연구 절차 19
• Ⅳ. 연구 결과 22
• 1. 장애영아교육의 중요성 23
• 2. 장애영아교육과정의 운영 27
• 3. 장애영아교육의 어려움 34
• 4. 장애영아교육의 개선방향 44
• Ⅴ. 결론 및 제언 48
• 참고문헌 54
• 영문초록 57