특수학급 예술치료지원에 대한 전라북도 초·중·고 특수교사들의 인식과 운영 실태 조사

국문 초록 (Abstract)

본 연구는 특수학급을 전담하고 있는 특수교사가 인식하고 있는 예술치료지원과 그에 대한 운영실태 만족도 및 개선방안에 대해 알아보는 데 있다. 이를 위해 전라북도 특수교사를 대상으로 연구 참여자를 모집하였고, 조사 연구를 진행하였다(N=117). Kruskal-Wallis 검정, Mann-Whitney 검증, Fisher’s Exact 검정을 실시하여 결과를 도출하였고 본 연구의 결과는 다음과 같다.
첫째, 특수학급 예술치료지원에 대한 특수교사들의 인식도를 조사한 결과, 대다수의 특수교사들은 학부모 의견을 중심으로 예술치료지원 대상자가 선정되어야 하는 것에 비교적 높은 인식을 보이고 있었으며 담당 치료사의 의견 중심으로 진행되어야 하는 것에 낮은 인식을 보여주었다.
둘째, 특수학급 예술치료지원에 대한 운영 실태를 조사한 결과, 특수교사들의 인식과 같이 현재 예술치료지원 대상자는 학부모의 의견 중심으로 편성되고 있었다. 선행연구에 의하면 대상자는 담당 치료사의 진단 및 평가를 통하여 선정 되어야 하지만 비교적 낮은 시행을 보이고 있는 실태이다. 게다가 해당 대상자 부모의 의지부족으로 인한 어려움이 발생한다고 보고하였다.
셋째, 특수학급 예술치료지원에 대한 개선방안을 살펴본 결과, 예술치료지원 예산 금액 향상과 학생당 지원 횟수 증대에 대해 비교적 높은 인식을 보여주었으며 담당 치료사와의 협력적 직무관계 형성에 낮은 인식도를 보여주었다.
본 연구 결과를 토대로 추후 후속연구에 대한 기초자료로 활용되어 도움이 될 것으로 기대한다.

다국어 초록 (Multilingual Abstract)

subjects of arts therapy services were being selected centering on parents’ opinions, like special education teachers perceived. According to the precedent studies, the subjects of arts therapy services should be selected based on therapists in charge’s diagnosis and evaluation, but its implementation was relatively low. Moreover, it was reported that there was a difficulty due to lack of willpower of the subjects’ parents.
Third, as a result of examining the improvement plans on arts therapy services for special classrooms, they showed a relatively high perception of the point that the amount of budget for arts therapy services should be improved and the frequency of support per student should be increased, whereas showed a relatively low perception of the point that cooperative relationship with therapists in charge should be formed.
The findings drawn from this study are expected to be used as basic data for further follow-up studies.

목차 (Table of Contents)

• 목차 ························································································ ⅰ
• 표 목차 ··················································································· ⅲ
• 그림 목차 ················································································ ⅴ
• 국문초록 ················································································ ⅵ
• Ⅰ. 서론 ·············································································· 1
• 1. 연구 필요성 및 목적 ···················································· 1
• 2. 연구문제 ···································································· 3
• 3. 용어정의 ···································································· 4
• Ⅱ. 이론적 배경 ································································· 6
• 1. 특수교육 ···································································· 6
• 2. 특수학급 ···································································· 8
• 3. 특수교육대상자 ··························································· 12
• 4. 특수교육 관련서비스 ···················································· 17
• 5. 특수교육 관련 서비스 중 치료지원 ································ 17
• 6. 예술치료지원 선행연구 ················································· 21
• Ⅲ. 연구방법 ······································································ 23
• 1. 연구대상 ···································································· 23
• 2. 연구도구 ···································································· 25
• 3. 연구절차 ···································································· 26
• 4. 자료분석 ··································································· 27
• 5. 자료처리 ···································································· 28
• Ⅳ. 연구결과 ······································································ 29
• 1. 예술치료지원에 대한 인식 ············································· 29
• 2. 예술치료지원 운영실태 ················································· 36
• 3. 예술치료지원 운영실태 개선방안 ·································· 43
• Ⅴ. 결론 및 제언 ································································· 45
• 참고문헌 ·················································································· 48
• 56
• Abstract ················································································· 54
• 부록 ························································································ 56