장애학생의 개별화교육계획 수립 과정에의 부모의 참여 정도와 만족도 분석

김선민 한국특수교육교과교육학회 2016 특수교육교과교육연구 Vol.9 No.1

The purpose of this study is to analyze the differences in satisfaction of the participation of the parents upon steps to establish Individualized Education Program and seeing out the direction to improve the satisfaction increasing the participation. For achieving this objective, the following subject for inquiry has been selected. This study is in accordance with the country's special school(class) elementary, middle and high school parents and 720 people purposely selected by the researchers have developed 'Individualized Education Program‘ participation of parents when established in order to solve a research problem of this study to distribute satisfaction surveys, a total of 514 were recovered. Calculating the response of the recovered investigate the frequency and the mean and standard deviation, The results of this study are as follows. First, when the Individualized Education Program was established, there was no significant difference in participation of parents depending on the placement agencies(special schools and special classes), and significant differences appeared depending on schools courses (elementary, middle, and high). Therefore, it can be said that this school course related with participation of parents. Second, when the Individualized Education Program was established, there was no significant difference in satisfaction of parents depending on the placement agencies(special schools and special classes), and significant differences appeared depending on school courses (elementary, middle, and high). Therefore, it can be said that satisfaction of parents related to school courses. Third, as parents of students with disabilities participate in the Individualized Education Program process, satisfaction was higher for the Individualized Education Program. Therefore, when the Individualized Education Program was established, parents’ participation can be seen to affect satisfaction. According to the results, when the Individualized Education Program was established, parents participation and satisfaction are related with school courses. Therefore, with a variety of strategies to increase parents participation it will be needed measures to be beneficial learning environment for students. 본 연구는 장애학생의 개별화교육계획 수립 과정에의 부모의 참여도와 만족도를 분석하는데 그 목적이 있다. 이를 위하여 전국의 특수학교(급) 초·중·고등학교과정 학부모 720명을 편의 표집하여 본 연구자가 개발한 ‘개별화교육계획 수립 시 학부모의 참여정도와 만족도 조사’를 배부하여 총 514부를 회수하여 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 초등학교 과정의 부모들이 개별화교육계획 수립과정에 참여도가 중․고등학교 자녀 학부모보다 개별화교육계획의 수립과정에 참여정도가 높았다. 따라서 개별화교육계획 수립과정에의 학부모의 참여도는 학교과정과 관련이 있다고 할 수 있다. 둘째, 장애학생 부모는 자녀의 개별화교육계획에 대한 만족도가 자녀의 배치기관(특수학교·특수학급)에 따라서는 유의한 차이가 없지만, 학교과정(초·중·고)에 따라 유의한 결과가 나타났다. 즉 자녀가 초등학교과정인 부모의 개별화교육계획에 대한 만족도가 중․고등학교 과정 자녀의 부모보다 유의하게 높게 나타났다. 따라서 개별화교육계획에 대한 학부모의 만족도는 학교과정과 관련이 있다고 할 수 있다. 셋째, 장애학생의 부모가 개별화교육계획 수립 과정에 참여도가 높을수록 개별화교육계획에 대한 만족도는 높은 것으로 나타났다. 따라서 학부모의 개별화교육계획 수립 시 참여는 만족도에 영향을 미치는 것으로 볼 수 있다. 이상에서와 같이 개별화교육계획 수립 시 학부모의 참여정도 및 만족도는 학교과정과 관련이 있으며, 참여도가 높을수록 만족도가 높다는 것으로 나타났다. 따라서 학부모의 참여도를 높일 수 있는 다양한 전략을 부모들에게 제시하여 참여도를 높여 학생에게 좀 더 의미있고 유익한 교육환경이 될 수 있도록 하는 방안이 필요할 것이다.

학부모 참여에 관한 국내 연구 동향 분석

박상완 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.4

The purpose of this study is to systematically analyze the research trends concerning parent participation in education in Korea. Using the academic research information service (www.riss.kr) database, a total of 99 academic papers on parent participation were selected and analyzed through key words search engine. Based on relevant prior research, analysis criteria were set in four broad categories, including types of parent participation, research methods, research themes, and others (publication year, research target, theoretical basis). Major findings are as follows: First, the type of research on parent participation is focused on school participation, but there are also relatively many researches that investigate both home and school participation. Second, there are many papers that use quantitative research methods, and these researches often use data from longitudinal study. Thirdly, in terms of research themes, there are many studies on the condition/experience of parent participation, and there are relatively many studies on parental motivation and factors which influence parent participation. Fourth, since the mid-2000s, there has been a quantitative increase in related papers with the participation of parents. There are a large number of studies targeting primary school parents, but the number of studies is increasing involving multi-cultural parents and secondary school parents. 30% or more of papers do not present theoretical basis of the paper. The debate on education fever and parents’ right for education are the main theoretical basis for the Korean parent participation research. Based on the analysis results, future research topics are presented. 이 연구는 최근 교육주체로서 그 위상이 강화되고 있는 학부모 참여에 관한 국내 연구 동향을 체계적으로 분석하고이론적·실제적 연구 과제를 도출하는 데 목적이 있다. 연구 동향 분석을 위해 학술연구정보서비스(www.riss.kr) 데이터베이스를 활용하여 주제어 검색을 통해 학부모 참여에 관한 학술논문 총 99편을 최종적으로 선정·분석하였다. 분석 준거는관련 선행연구를 토대로 학부모 참여 유형, 연구방법, 연구주제, 기타(연구 시기, 연구 대상, 이론적 근거) 등 크게4가지로 설정하였다. 분석 결과를 정리하면, 첫째, 학부모 참여 유형 면에서 학교, 가정, 지역사회 참여 중 학교 참여에관한 논문이 대다수이며 지역사회 참여에 관한 논문은 적었다. 둘째, 연구방법 면에서 양적 연구 방법을 활용한논문들이 다수이며 최근 들어 한국교육종단연구, 서울교육종단연구, 경기교육종단연구 데이터를 활용한 연구들이증가하고 있다. 셋째, 연구주제 면에서 참여 실태/경험에 관한 연구가 가장 많으며, 학부모 참여 요인, 참여성과에관한 연구들이 상대적으로 많은 편이다. 넷째. 기타 2000년대 중반 이후 학부모 참여 관련 논문이 양적으로 증가하고있다. 연구대상 면에서 일반 학부모, 초등 학부모를 대상으로 한 연구가 다수이기는 하나 다문화, 탈북, 특수아 학부모대상 연구가 증가하고 있다. 논문의 이론적 근거를 명시적으로 제시하고 있지 않은 연구, 선행연구 분석 중심으로이론적 근거를 제시하고 있는 연구들이 30% 이상에 이른다. 교육열, 교육권 논의가 주요 이론적 근거로 활용되고있는 점은 우리나라 학부모 참여 연구의 주요 특징이라 할 수 있다. 분석 결과를 토대로 향후 연구 과제를 제시하였다.

특수교육대상 유아 부모의 개별화교육프로그램에 대한 이해와 참여 실태 및 만족도

백유순 한국유아특수교육학회 2010 유아특수교육연구 Vol.10 No.2

The purpose of the present study was to investigate 1) the level of parents' understanding on IEP, 2) the level of parent participation in developing and implementing IEP for their child's with special needs, 3) the parents' satisfaction level on their child's IEP and their participation in IEP process and the difficulties in participation. The results of this study were as follows. First, only about 60% of the parents reported that they understood IEP, and participated parent education program on IEP. The main contents of this family education were identifying goals and objectives, identifying the present level of performance, general concepts of and objectives of IEP. Second, only about half of the parents reported that they participated in the process of developing IEP. The parents participated in 1) reporting the present level of performance of the child, 2) evaluating their child by themselves, and 3) establishing their child's goals and objectives with the educators. Third, only about 30% of the participants reported that they participated in the process of implementing IEP. The parents participated in 1) engaging in the child's intervention to achieve objectives, 2) determining the child's achievement of objectives, 3) providing suggestions on adjustment/resetting the child's goals and objectives, and 4) collecting data on the child's progress, in IEP developing process. Fourth, about 70% of the parents reported that they were satisfied on their child's IEP, however, 30% of the parents reported they did not know if they were satisfied. Parents had difficulties in participating on their child's IEP process due to their lack of time and interests, the lack of time of educators, circumstances of the their family, and lack of skills to facilitate collaboration of the educators. Fifth, there were significant high correlations among parents understanding on IEP, participation in parent education program on IEP, participation in the process of developing IEP, participation in the process of implementing IEP, satisfaction on their child's IEP, and satisfaction on participation in the process of IEP. 본 연구는 개별화교육프로그램을 계획 및 실행하는 과정에서의 특수교육대상 유아 부모의 참여 실태를 살펴보고 부모 참여를 촉진하기 위한 방안을 제시하였다. 이를 위하여 전국 137명의 특수교육대상 유아의 부모를 대상으로 설문조사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모들은 IEP에 대한 이해 정도가 높지 않고, 기관의 IEP 이해교육에 1-2회 정도 참여하고 주로 자녀의 IEP 목표 선정, 현행수준 파악, 일반적인 IEP에 대한 내용 등이 이해교육에 포함되었다고 보고하였다. 둘째, 절반정도의 부모들만이 자녀의 IEP를 계획하는 단계에서 참여하였다고 보고하였으며, 참여 횟수는 1-2회가 많았고, 주된 내용은 유아의 현행수준 보고, 현행수준 직접평가, 장단기 목표의 공동작성 등이었다. 셋째, IEP 실행단계에서의 부모 참여는 매우 저조하였으나, 주로 1-2회 정도며, 주된 내용은 교육목표 중재 참여, 아동의 목표 성취 여부 판단, 목표 수정이나 보완에 대한 의견 제시, 아동의 진도점검 자료 수집 등이었다. 넷째, 많은 부모들은 자녀의 IEP와 현재의 참여수준에 만족한다고 하였으나 잘 모르겠다는 응답도 많았다. 부모의 참여를 방해하는 요인은 부모의 시간과 관심 부족, 교사의 시간 부족, 유아 가정의 환경 및 상황, 교사의 협력 촉진 기술의 부족 순으로 보고되었다.

유아의 아버지 원가족 부모애착 경험과 자녀양육참여의 관계에서 역할신념의 매개효과

김기완,최지영 한국유아교육ㆍ보육복지학회 2019 유아교육·보육복지연구 Vol.23 No.3

The purpose of this study was to investigate the relationships among father's experience of attachment to his parents, their role commitment, and their participation in raising children. The subjects were 195 fathers of 3-5 years old infants enrolled in three infant education institutions located in N district, Seoul. Statistical analysis was performed using SPSs Windows 20.0 and the Pearson's association analysis and Sobel test were used to analyzed the association among variables. The results of this study are as follows: First, for the general tendency in father's experience of attachment to his parents, their role commitment, and their participation in raising children, the attachment to their father was shown to be higher one to mother, the role commitment was relative lower. The subjects perceived their role as parent to be more important compared to one as worker and their participation level in rasing children was shown to be low. For the sub-factors, leisure activity was highest and was followed by life instruction, household activities, and learning instruction. Second, for the association among father's experiences of attachments to his father and mother, respectively, role commitment, and participation in raising children, it was shown that father's experiences of attachments to his parents had direct effects on participation in raising children where more secure attachment had association with more participation in raising children. In addition, it was shown that the father's experience of attachments to his parents and their participation in raising children, excluding household activities, had positive association. Third, it was shown that the father's attachments to his father had indirect effects on their participation in raising children through the importance of parents' role from role commitment, a mediating variable. and, it was shown that the father's attachments to his mother also had indirect effects on their participation in raising children through the importance of parents' role from role commitment, a mediating variable. The strength of this study is that the mediating role of father's experience of attachment to his parents in relationship between their role commitment, and their participation in raising children was investigated using associations among integrating variables. These results also suggest that, in raising children, fathers education to inspire belief in their role as parents and efforts to build parents-children relationships are important. It is also hoped that this study contributes to expand the understanding of fathers' participation raising children and is used as a base information in developing various programs to increased their participation in raising children. 본 연구는 아버지의 원가족 부모와의 애착경험과 역할신념, 자녀 양육참여간의 관계를 알아보기 위해 서울시 N구에 위치한 3개의 유아교육기관의 만 3세∼만 5세의 유아를 양육하는 아버지 195명을 대상으로 연구가 이루어졌다. 연구방법은 SPSS Windows 20.0을 사용해 분석하였으며, 각 변인들의 상관관계를 알아보기 위하여 Pearson 상관분석을 실시한 후, 원가족 부모와의 애착경험이 역할신념을 통해 자녀 양육참여에 영향을 미치는지 알기 위해 회귀분석을 이용하여 매개효과를 검정하였다. 이때 매개효과의 통계적 유의도는 Sobel 검증을 통해 확인하였다. 연구결과는 첫째, 본 연구에서 일반적인 경향은 원가족 부애착보다 모애착이 높게 나타났고, 역할신념은 다소 낮았고 부모 역할중요도에 대한 인식은 직업 역할 중요도보다 높게 나타났으며, 양육참여는 다소 낮은 수준으로 나타났다. 또한 하위요인으로 여가활동이 제일 높았고, 생활지도, 가사활동, 학습지도순으로 나타났으며, 학습지도는 다른 하위요인보다 낮게 나타났다. 둘째, 아버지 원가족 부애착 경험, 아버지 원가족 모애착 경험, 역할신념, 자녀 양육참여간의 상관관계에서 아버지와 원가족 부모의 애착은 양육참여도에 직접적인 영향을 미치며, 원가족 부모에 대한 애착이 안정적인 경우의 아버지가 자녀양육에 더 많은 참여를 한 것으로 나타났다. 그리고 아버지의 원가족 부모 애착과 양육참여 간에는 가사활동을 제외하고 정적상관관계가 있는 것으로 나타났다. 셋째, 아버지의 원가족 부와의 애착은 매개변인인 아버지의 역할신념 중 부모 역할 중요도를 통해 아버지의 자녀양육참여에 간접적인 영향을 주는 것으로 나타났으며, 아버지의 원가족 모와의 애착은 매개변인인 아버지의 역할신념 중 부모 역할 중요도를 통해 아버지의 자녀양육참여에 간접적인 영향을 주는 것으로 나타났다. 이러한 연구결과는 유아기 자녀를 둔 아버지 양육 참여도가 아버지 원가족 애착과 역할신념간의 관계가 있음을 변인간의 관계로 살펴보았다는 데 의의가 있으며, 부모로서의 역할에 대한 신념을 고취시킬수 있는 아버지 교육의 필요성과 긍정적인 부모-자녀관계를 형성하려는 노력은 자녀양육에서 매우 중요하다는 것을 시사해준다.

부모의 놀이신념, 놀이참여, 유아의 행복감 간의 관계

이현지(Lee Hyeonji),정혜욱(Chung Hoewook) 한국육아지원학회 2016 육아지원연구 Vol.11 No.4

본 연구는 부모의 놀이신념, 부모의 놀이참여, 유아의 행복감의 관계를 알아보고, 부모의 놀이신념과 유아의 행복감 간의 관계에서 부모의 놀이참여의 매개효과를 검증하고자 하였다. 이를 위해 만 5세 유아 107명과 그들의 아버지, 어머니 각각 107명을 대상으로 연구를 수행하였다. 연구결과 첫째, 부모의 놀이 신념은 놀이지지 신념이 높게 나타났으며, 부모의 놀이참여는 주말 및 공휴일 놀이시간이 평일에 비해 높 았고, 대체로 부모는 자녀와의 놀이에 종종 참여하며 소극적인 수준으로 참여하는 것으로 나타났다. 그리 고 만 5세 유아들은 대체로 높은 행복감을 느끼고 있는 것으로 나타났다. 둘째, 부모의 놀이신념과 유아 의 행복감은 정적 상관관계로서, 부모의 놀이지지 신념은 유아의 행복에 영향을 미쳤다. 부모의 놀이지지 신념은 부모의 평일 놀이참여 시간, 참여 빈도, 참여 수준과 정적 상관관계를 보였으며, 부모의 놀이지지 신념이 부모의 평일 놀이참여 시간에 정적으로 영향을 미치는 것으로 나타났다. 부모의 놀이참여와 유아 의 행복감은 정적 상관관계로서, 부모의 평일 놀이참여 시간은 유아의 행복에 영향을 미치는 것으로 나타 났다. 셋째, 부모의 평일 놀이참여 시간은 부모의 놀이지지 신념과 유아의 행복감의 관계를 완전 매개하 고 있는 것으로 나타났다. 본 연구는 유아의 행복에 대한 이해를 돕고, 유아의 행복감을 증진하는 방안 탐 색을 위한 기초를 제공하는데 의의가 있다. The purposes of this study were to examine a tendency of parents’ play beliefs, play participation and child’s happiness; to examine the relationship among the parents’ play beliefs, play participation and child’s happiness; to find the mediating effect of parents’ play participation in the relationship between the parents’ play beliefs and the child’s happiness. The subjects of this study were 107 5-year-olds children, and their 107 pairs of fathers and mothers. The results of this study were as follows. First, the parents’ play support beliefs showed highly, and the weekend and legal holiday play participation time appeared higher than the weekday play participation time. Most parents often participated in the play with the children passively. The 5-year-olds children tended to feel high happiness. Second, the parents’ play beliefs were positively correlated with the child’s happiness. The parents’ play support beliefs had a positive effect on the child’s happiness. The parents’ play support beliefs were positively correlated with the weekday play participation hour, frequency, and level of the parents. Especially the parents’ play support beliefs had an effect on the weekday play participation hour of the parents. The parents’ play participation was positively correlated with the child’s happiness. The weekday play participation hour of the parents had an effect on the child’s happiness. Third, the weekday play participation hour of the parents fully mediated the relationship between the parents’ play support beliefs and the child’s happiness. The parents’ play support beliefs had an effect on the weekday play participation hour of the parents, the child’s happiness. It means that parents’ beliefs are connected with the action and had an effect on the development of the children.

유아의 실행기능에 대한 부모의 놀이참여수준 및 놀이참여태도의 인과적 영향

백선정(Sun Jung Baik),김희화(Hee Hwa Kim) 한국아동학회 2020 아동학회지 Vol.41 No.6

Objectives: Current study aims to examine the relationship between parents’ play participation level, play participation attitude, and preschooler’s executive function. Also, it aims to evaluate whether parents’ play participation attitude mediates the relationship between parents’ play participation level and preschooler’s executive function. Methods: A total of 193 mothers and fathers of preschoolers aged 3,4 and 5 years participated in the mother-father dyads. Data were collected using questionnaires and were analyzed using SPSS 25.0 and Amos 25.0 programs. Results: While parents’ play participation level did not have a direct effect on the preschooler’s executive function, the parents’ responsively and delightfully play mediated the association between parents’ play participation level and preschooler’s executive function. Further, parents’ sensitively play, responsively and delightfully play had dual mediation effect between parents’ play participation level and preschooler’s executive function. Conclusion: These results identify that preschooler’s executive function can be developed by parents’ play attitude when parents’ play participation level is high. In addition, results suggest that both parents’ play variables play important roles on preschoolers’ executive function development. The results can be used for the development of parent education program or consultant program.

아버지와 어머니의 문화성향이 아버지 양육참여에 미치는 영향

신건호 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.16

Objectives The purpose of this study was to investigate the effects of the parents’ cultural orientation on the father’s parenting participation. Methods Data on cultural orientation and parenting participation were collected from 310 couples whose children were enrolled in early childhood education centers, upon which correlation and multiple regression analyses were performed. Results The findings of this study were as follows: First, collectivism of the father was positively correlated to the father’s parenting participation, but individualism of the father did not have any significant relationship with the father’s parenting participation. Second, individualism of the mother was positively correlated to the father’s parenting participation, but collectivism of the mother did not have any significant relationship with the father’s parenting participation. Conclusions The above findings imply that parents’ cultural orientation is also a good predictor of the father’s parenting participation, and that the difference in cultural orientations between the two parents affect the father’s parenting participation. This research examines these results through the lens of previous papers and proposes the direction of follow-up studies to support paternal participation in parenting.

취업 부모의 학교참여 경험 및 학교참여휴가제에 대한 요구

이현아 ( Hyun Ah Lee ),진미정 ( Mee Jung Chin ) 대한가정학회 2012 Human Ecology Research(HER) Vol.50 No.6

This study attempted to investigate school participation experiences and the need for a school-participation leave for employed parents. A school participation leave is a paid or unpaid leave that guarantees workers to take time-off for school participation regarding children`s educational purposes. We reviewed cases of school participation in other countries. There are similar types of educational leave in Russia, Greece, Italia, Sweden, Swaziland, and South Africa. We collected survey data from 1,194 employed parents (794 fathers and 400 mothers) whose children attend kindergarten, elementary, middle, or high-school. This study compares school participation experiences and needs by parent gender. The results showed that 62 % of the fathers and 80 % of the mothers participated in any type of school meetings and events at least once in the previous year. Fathers attended school events such as art festivals and mothers attended PTA meetings, school events, and parent-teacher conferences. The most frequently mentioned reason for non-participation among parents was related to work. A total of 87.7% of the parents agreed that a school-participation leave should be introduced. The results of the logistic regression showed that mothers compared to fathers, college graduates compared to post-secondary graduates, those whose children attended preschool or elementary school compared to high school, and those who had longer working hours were more likely to agree on the introduction of school participation leave. In conclusion, a policy intervention such as schoolparticipation leave should be considered to provide employed parents time to be involved in their children`s education and participate in school activities.

환경교육프로그램의 학부모 참여 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.7

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents` active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students` life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents` participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents` participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents` environmental sensitiveness and environmental practice intention.

특수학급학생 교육에 있어 부모참여 및 역할 실태 조사

우정한 ( Jeong Han Woo ),이성환 ( Sung Hwan Lee ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.3

본 연구는 특수학급학생 교육에 있어 중요한 요인인 부모참여 및 역할이 어떻게 이루어지고 있는가를 조사하는 것을 목적으로 하였다. 본 연구를 위해 연구자가 개발한 실태 조사 질문지가 사용되었으며, B광역시 소재 131개 초등학교의 특수학급 담당교사 131명이 이에 응답하였다. 연구내용은 특수교육대상학생 선정.배치를 위한 진단.평가, 개별화교육프로그램의 작성.수행.평가 그리고 특수학급 운영 등의 영역에서 부모참여 및 역할 실태를 조사.분석하였다. 그 결과 특수교육대상학생 진단.평가 의뢰에 있어 부모참여는 대체로 높은 편이나 진단.평가실시에 있어서 부모참여 및 역할은 낮은 편이었다. 다음으로 개별화교육프로그램 작성, 수행, 평가 및 조정에 있어서는 부모참여 및 역할 수행이 전반적으로 미흡한 수준이었다. 마지막으로 특수학급을 운영을 위한 부모참여 및 역할 그리고 부모교육 또한 미흡하였다. 조사된 실태를 중심으로 특수학급학생 교육에 있어 부모참여 및 역할과 관련된 문제점 및 시사점 등이 논의되었다. The purpose of this study was to grasp the realities of parents`` participation and roles in special class students`` education and to present improvement method. For this study, 131 special class teachers of elementary school in Busan were employed and researched by questionnaire. The realities of parents`` participation and roles in special class students`` education were as follows. First, the parents`` participation and roles were high in diagnosis and evaluation referral but were low in diagnosis and evaluation practice. Second, the parents`` participation and roles were low in individualized educational program planning, execution, evaluation and adjustment. Third, the parents`` participation and roles were low in special class operation and parents training was not enough. This findings implies that parents`` participation and roles are guaranteed and systematic parents participation program are developed for effective special class students education.