초등 특수학급 아동을 위한 특수교육 관련 서비스 요구와 실태 = (A) Study on the Actual Status and the Needs of Related Service with Special Education for Special Classes in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how special education was provided to children in elementary school special classes and what they expected from special education, as children with special needs should be allowed to benefit from special education according to the 7th national curricula. The research questions were posed as below:
First, How do elementary school teachers in charge of special classes perceive exceptional children's needs for special education? Do their variables make any significant differences to their perception?
Second. How do elementary school teachers in charge of special classes provide related service with special education? In which way could they offer better special education?
Third, How do elementary school teachers in charge of special classes offered related service with special education in cooperation with adjacent organizations for the disabled? What are possible reform measures about that?
The subjects in this study were every elementary school teacher in charge of special class from south Gyeongsang province, who numbered 208. After a survey was conducted, the responses from 110 teachers were analyzed. The instrument used in this study was 34-item questionnaires that reorganized what's used in earlier studies. The collected data were analyzed with SPSS program and statistical data on mean and standard deviation were obtained Besides, t-test, one-way ANOVA and x^(2)(Chi-square) test were implemented.
The findings of the study were as follows:
First, the teachers investigated felt high needs for related service with special education. Especially, they attached more importance to precise psychological test, accurate disability identification and successful placement, and gave weight to school counseling services. Those who had higher career and were in charge of children with mental retardation put more stress on the necessity of special education services. Therefore, it's urgently required to have special teachers full-fledged and qualified, and expert personnels in special education should be provided.
Second, the types of special education provided by their schools were widely different, but one common denominator was that it's conducted mostly by a special teacher only. The most common service was counseling and making a precise mental test to identify and place physically different children. But the supply of assistant teachers and volunteers fell short of their expectations the most The teachers who taught children with mental retardation provided significantly better counseling services in collaboration with school counselors, and they utilized significantly more verbal therapies. The biggest problem was a shortage of professional personnels, and the best way to improve special education was a supply of experts by each local educational authority or on a regional basis. And the second best way was allocating experts to regular schools. Special education should should be handled at a national level, and teachers should be given more opportunities to take training courses in remedial education.
Third, as for why they didn't ever try to provide related service with special education in collaboration with local community, the most frequent reason was that there were no special education suppliers around their schools, and the second most common reason was a lack of information on available special education programs. In order to offer special education in collaboration with local community, it's most needed to put sustained efforts into that and then financial and administrative support was called for. Accordingly, school and organizations for the disabled should join forces in sharing information and making special education more successful, and more financial and administrative support should be provided. The teachers thought that well-supported special education had a great impact on integrated education for exceptional children.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 초등 특수학급의 성격과 운영 실태 = 5
• 2. 특수교육 관련 서비스의 근거와 실태 = 10
• 3. 선행 연구 고찰 = 24
• Ⅲ. 연구 방법 = 26
• 1. 연구 대상 = 26
• 2. 조사 도구 = 27
• 3. 조사방법 = 29
• 4. 자료 처리 = 30
• Ⅳ. 연구 결과 = 31
• 1. 관련 서비스에 대한 교사의 요구 = 31
• 2. 관련 서비스 제공 실태와 개선방향 = 41
• 3. 연계하여 제공하는 관련 서비스 실태와 개선 방향 = 65
• Ⅳ. 논의 = 70
• Ⅴ. 요약 및 결론 = 76
• 1. 요약 = 76
• 2. 결론 = 78
• 참고문헌 = 79
• ABSTRACT = 81
• 부록 설문지 = 84