유아교사와 유아특수교사의 통합교육 만족도 및 만족도에 미치는 요인

조광순 ( Blair Kwang Sun Cho ),엄순자 ( Sun Ja Um ) 한국특수교육문제연구소 2002 특수교육저널 : 이론과 실천 Vol.3 No.1

본 연구에서는 통합교육을 실시하고 있는 202명 일반 유아교사와 유아특수교사들을 대상으로 통합교육 만족도 및 통합교육에 대한 교사의 인식, 유아특수교육 실제에 대한 교사의 자질, 통합교육의 지원, 공동협력에 있어서 교사들의 수준은 어느 정도 인지 알아보고 각 요인들이 만족도에 미치는 영향에 대해 알아보았다. 연구결과, 교사들의 특수유아 통합 교육에 대한 만족도는 보통정도로 나타났으며, 통합교육에 대한 교사의 인식은 전체적으로 높게 나타나고 있으나 유아특수교사가 일반교사보다 긍정적으로 인식하고 있는 것으로 나타나고 있다. 교사의 자질과 통합교육의 지원 및 공동협력의 수준 또한 전반적으로 보통인 것으로 나타나고 있고, 유아특수교사는 일반유아교사에 비해 공동협력의 수준이 좀 더 높은 것으로 평가하고 있는 것으로 나타났다. 교사들간의 공동협력의 수준은 통합교육 만족도에 가장 큰 영향을 미치고 있는 것으로 나타났다. The purpose of this study was to examine the degrees of satisfaction on inclusion among early childhood education and early childhood special education teachers and the variables affecting their satisfaction with inclusive education. A survey approach was employed for this research. The survey involved 202 early childhood and early childhood special education teachers in kindergartens of special schools, special schools for preschoolers, special kindergarten classes, and early intervention agencies across the nation, except Cheju-do. t, F, and multiple regression analysis were used for data analysis. The results were as follows: First, the levels of satisfaction with inclusion among the participating teachers were found to be relatively low. Many of the early childhood education teachers demonstrated low satisfaction on their inclusion practices compared to the early childhood special education teachers. However, the differences between the two groups were found not to be statistically significant. Second, it was found that there were no differences between early childhood education and early childhood special education teachers in the levels of satisfaction on their inclusion practices according to their previous experience with children with disabilities, teaching certificates, and types of inclusion. Third, it was found that the levels of awareness on inclusion among the teachers were relatively high. The early childhood special education teachers demonstrated higher awareness. It was also found that the teachers demonstrated moderate levels of qualification on early childhood special education practices, but there were no differences between the two groups. Support for their inclusive practices and collaboration were found to be moderate. The early childhood special education teachers demonstrated higher levels of collaboration than regular early childhood educators. Fourth, it was found that variables of awareness of inclusion, qualification for early childhood special education practices, support for inclusion, and collaboration made significant contributions to the levels of satisfaction on inclusion. The collaboration was found to be the most contributing variable.

국내 발달장애 유아 진단·평가의 문제점 및 과제

조광순(Kwang-Sun Cho Blair) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.1

It has been emphasized that assessment procedures for young children with disabilities require different approaches than for school age children with disabilities. The field of early intervention and early childhood special education has provided guidelines for assessment procedures and methods for this population. These emphasize (a) professional and family collaboration, (b) individualized and appropriate assessment, (c) useful information, and (d) respectful sharing of information. Early childhood assessment must reflect eight critical qualities: utility, acceptability, authenticity, collaboration, convergence, equity, sensitivity, and congruence.However, current knowledge, related laws, and guidelines as well as research in the area of assessment procedures for young children with disabilities in Korea are limited to meet the qualities of early childhood assessment. This paper describes the current status and limitations of assessment practices and policies for young children with disabilities in Korea. It is suggested that appropriate assessment procedures and methods need to be developed. In particular, development of guidelines for assessment and assessment tools, provision of preservice and inservice in the area of evaluation and assessment, and development of inter-agency collaboration systems are required to identify young children with developmental disabilities and prove appropriate services to them.

영아용 발달진단도구 개발을 위한 타당화

조광순 ( Kwang Sun Cho Blair ),전병운 ( Byung Un Jeon ),유재연 ( Jae Yeon Yoo ),이준석 ( Joonsuk Yi ) 한국특수교육문제연구소 2003 특수교육저널 : 이론과 실천 Vol.4 No.4

0~2세 영아들의 전반적인 발달특성을 확인하고 발달지체 정도를 진단할 수 있는 영아용 발달진 단검사도구를 개발하기 위해 296명의 영아들을 대상으로 타당화 연구를 실시하였다. 표준화되어 사용되고 있는 국내외 발달진단 검사도구들을 분석하여 각 발달영역별로 하위 영역을 선정하고 검사문항을 선택하는 과정을 통해 국내 현실에 적합한 문항 및 검사절차를 개발하였고 문항에 대한 내용타당도 검토를 거쳐 쉽게 실시할 수 있는 도구개발을 시도하였다. 본 연구를 통해 개발된 영아용 발달진단검사도구는 신뢰도와 타당도를 갖춘 것으로 나타나고 있으나 장애영아들이 표집되지 않은 한계점을 지니고 있으므로 이후 연구를 통해 다양한 지역과 계층의 영아들 및 장애영아들을 표집하여 전체 영아들을 포함하는 표준화가 이루어져아 할 것이다. The purpose of this research was to conduct psychometric analysis of a diagnostic assessment instrument, being developed to identify overall levels of developmental delay and characteristics of infants and toddlers. First, the process of test item development and the result of content validity are described. Second, results from a sample of 296 children between the ages of 0 and 35 months are presented. Explorations of within-scale relationships yielded evidence of content validity as well as construct validity. The results of test-retest reliability and standard error of measurement demonstrates strong stability. The primary limitation of this study is that infants and toddlers with disabilities are not included in the sample, and the generalization of the results to this population is limited. It is suggested that infants and toddlers with disabilities be included in the future study to develop more valid test items and procedures.

장애아동 조기발견 및 서비스 체제의 개선 방안

조광순 ( Kwang-sun Cho Blair ) 한국유아특수교육학회 2004 유아특수교육연구 Vol.4 No.2

본 연구에서는 현 국내 장애아동을 위한 서비스 체제의 실태와 문제점을 토대로 체계적으로 장애아동을 조기 발견하는 체계와 체계적인 서비스의 관리 및 서비스 통합을 촉진시킬 수 있는 서비스 체제의 개선 방안을 제시하였다. 먼저 연구자는 현 국내 장애아동의 조기발견 및 조기교육과 관련된 문제점을 해결하기 위해서는 지역사회의 연계망 구축과 지역사회 중심의 선별프로그램 개발과 같은 체계적으로 장애아동을 발견하여 종합적이고 총체적인 서비스가 제공되도록 유도할 수 있는 협력적 의뢰·추적체계의 개발이 선행되어야 할 것을 제안하였다. 이어 중앙정부 부처의 장애아동 조기발견 및 교육, 보육, 보건, 의료 서비스 관련 정책과 지역사회의 관련 서비스들이 서로 연계되어 통합된 형태로 제공되도록 하기 위해서는 수직적, 수평적 서비스 통합 체제의 개발이 이루어져야 함을 제안하였다. 서비스 통합 체제를 통한 질적으로 우수한 장애아동 조기 발견 및 교육 지원체제를 개발하기 위해서는 서비스 연계 또는 조정 위원회의 구성과 서비스관리자 모형의 도입이 필요하고, 가족중심 서비스 지원이 이루어져야 한다고 보았다. Identifying young children with special needs as early as possible through systematic and comprehensive procedures is important for early intervention and early childhood special education services. Expanding services to young children with various needs, and coordinating or integrating related services are emphasized in order to prevent disabilities and facilitate child development. In South Korea, there has been concerns among professionals that less than 10% of young children with disabilities receive free public early childhood special education services due to limited early identification system and lack of policy development in improving services for young children with disabilities and their families. The purpose of this research is to suggest the future direction of early identification of young children with special needs and early childhood special education services in South Korea. In this research, research articles and government reports on early identification and intervention related laws, policies, and procedures for young children with disabilities in Korea as well as model policies and procedures in other countries are reviewed. It was found that. there are several issues with current policies and practices for early identification of young children with special needs and services for them in South Korea. Limited periodic screening programs and early intervention services are available. Environmentally at-risk children who may demonstrate developmental delays are excluded from the monitoring program under the Maternal and Child Law. There is also no specific regulation on child find or early identification and service integration. Based on the current issues with regard to services for young children with special needs, the following areas for policy development are suggested: a) a referral system to identify young children with disabilities; b) definitions and criteria for including a child in the tracking system and early intervention services; c) system to register, track, and manage identified infants and young; d) a case manager or service coordinator model, and e) collaborative interagency committee model which would be responsible for coordinating various services including public awareness and child find activities. To provide comprehensive and coordinated services to young children with special needs and their families, a coordinated tracking system is needed to ensure that they receive continuous and appropriate services to improve health and developmental outcome. To facilitate organizing of the interagency committee, it is suggested that an integrated tracking database management system be developed through interagency collaboration.

유아교육 및 유아특수교육 추천실제의 중요도에 대한 유치원 교사의 인식

조광순 ( Kim Kyoung-nam ),김경남 ( Blair Kwang-sun Cho ) 한국유아특수교육학회 2002 유아특수교육연구 Vol.2 No.2

본 연구에서는 전국의 유아교사와 유아특수교사 331 명을 대상으로 유아교육과 유아특수교육 두 학문분야에서 중요시하고 있는 주요 추천실제의 중요도에 대한 교사들의 인식을 알아보았다. 연구 결과, 유아교육과 유아특수교육 두 분야의 추천실제에 대한 인식에 있어서, 교사들은 두 분야의 실제가 모두 중요한 것으로, 장애유아든 일반유아든 모든 유아들의 교육에 있어서는 두 분야의 실제는 모두 중요하게 적용되어야 하는 것으로 인식하고 있는 것으로 나타났다. 전체적으로 보면 유아교육실제가 유아특수교육 추천실제 보다 좀 더 중요하기는 하지만 장애유아교육 시에는 유아특수교육 추천실제의 중요성을 좀 더 고려하여 적용되어야 할 것으로 평가되고 있었다. 그러나 두 분야의 실제의 중요도에 대한 이러한 교사의 인식은 유아교사와 유아특수교사 집단 간 다르게 나타나지 않았으며, 장애유무에 따른 집단 간 차이점도 통계적으로 의미있게 나타나지는 않았다. The purpose of study was to determine perceptions on the importance of practices of early childhood education (ECE) and early childhood special education (ECSE) among early childhood educators and early childhood special educators. This study randomly sampled 230 ECE teachers and 100 ECSE teachers. A survey questionnaire using 5-point Likert rating scale was development for this study. Half of the sample (115 ECE teachers and 50 ECSE teachers) were asked to complete the survey by rating each item on its degree of importance when working with young children with disabilities. The other half of the sample used the same instrument and procedures to rate the items in relation to working with young children without disabilities. Data were analyzed through a Split-Plot Factorial Analysis of Variance with two-between group factors and one within-group factor. The results of the study were as follows: First, it was found that both ECE teachers and ECSE teachers considered that important practices drawn from both fields were important. Differences in the perceptions concerning the childs’ characteristics were not demonstrated between the groups. Second,It was found that ECE recommended practices received higher ratings than ECSE recommended practices. However, there were greater differences between the ratings of ECE recommended practices for children with disabilities than practices for children without disabilities. The results of this study indicates that similarities exist between the groups regarding their perceptions of the importance of practices. The importance of ECE practices suggests that ECSE professionals need to have a foundation in early childhood curriculum and the implementation of developmentally appropriate practices. It also suggests that ECE professionals need to possess the abilities to adapt early childhood curricula to meet the unique needs of young children with disabilities.

기능평가를 통한 통합유치원 정신지체 유아의 문제행동 중재효과에 대한 사례연구

권길복 ( Kwon Gil-bok ),조광순 ( Blair Kwang-sun Cho ) 한국유아특수교육학회 2001 유아특수교육연구 Vol.1 No.2

본 연구에서는 자연적인 통합환경에서 발생하는 한 정신지체 유아의 문제행동에 대한 기능평가를 하여 문제행동에 영향을 주는 변인들을 알아내고 이에 따라 개발된 중재절차가 유아와 교사의 행동에 미치는 효과를 알아보았다. 연구결과, 기능평가 중심의 중재는 유아의 문제행동 감소와 바람직한 행동의 증가를 가져왔고 교사의 긍정적 상호작용 행동의 증가를 가져옴은 물론 부정적 상호작용 행동을 감소시키게 된 것으로 나타났다. 또한 중재절차가 적용되지 않았던 요양원 상황에서 유아의 문제행동이 감소되는, 일반화의 효과를 보여주고 있다. 본 연구에서는 통합환경에 있는 정신지체 유아들의 문제행동 감소는 유아들에게 선호활동 및 활동에 대한 선택성을 허용하고 유아들의 바람직한 행동에 대한 강화가 동시에 이루어질 수 있을 때 가능할 수 있음을 보여주고 있다. The purpose of this study was to develop and implement functional assessment- based intervention procedures to reduce severe problem behaviors of a young child with mental retardation in an integrated preschool classroom. First, interview and observational approaches of functional assessment were employed to develop hypotheses on problem behaviors of the child with their early childhood education classroom teacher and a staff member in their residential institution for people with severe disabilities. Second, experimental functional analysis approach was employed to test the hypotheses. Data were collected during ongoing natural classroom activities. Following the data collection, we established the hypotheses and variables. Intervention procedures were developed based on the assessment results and implemented by the classroom teacher. The result of the study were as follows: First, the functions of problem behaviors of the child were found to be preference and choices of activities with the form of activity. Second, the intervention procedures based on the functional assessment results reduced problem behaviors and increased appropriate behaviors of the child. Third, the results of probe sessions demonstrated generalization effects. The problem behaviors of the child were also found to be reduced in the residential institute in which the intervention procedures were not implemented. Fourth, the intervention procedures were found to be effective to increase

발달지체유아를 위한 진단·평가연계 활동중심 프로그램의 개발 방향

김영희(Young-Hee Kim),조광순(Kwang-Sun Cho Blair),전병운(Byung-Un Cheon) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.4

Recent approaches for education of young children with developmental delay focuses on naturalistic routine-based instruction and child interaction with environment. Based on the literature review, it was concluded that the approaches reflect the play-based curriculum, employed in regular early childhood education environment. It is considered that the curriculum for children with developmental delay is implemented with three types of activities, such as child-initiated, routine, and planned activities. It is suggested that program or curriculum needs to be developed with goals and objectives and assessment system. Based on the literature review, the authors suggested direction of assessment-linked program development that reflects criteria of assessment and activity-based approaches for young children with developmental delay.

발달장애 아동을 위한 음악활동중심 중재 연구 현황 및 향후 방향

임영옥(Young-Ock Liem),조광순(Kwang-Sun Cho Blair),곽승철(Seung-Chul Kwak) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.3

In this research, the characteristics of research and intervention programs using music for children with developmental disabilities in Korea were examined through analysis of experimental studies to suggest future directions of the music activity-based programs for children with disabilities. For this, 18 experimental studies that were published with important journals in special education and related areas from 1996 to 2004 in Korea were reviewed. Studies were analysed according to participants' characteristics and settings, interaction partners, grouping, and target developmental areas. Program approaches, music elements such as music areas, concepts, and materials, and strategies for facilitating participation and interactions were also analysed.The results of this study were as follows: first, the primary participants were children with autism, and infants and preschoolers were less included than school-aged children. Second, the research was mostly conducted in clinical or segregated settings such as theraputic rooms, special classrooms, and special schools. Family participation was rarely facilitated. Third, the Boxill music therapy approach was employed in the programs the most, while Orff approach was employed the least. Fourth, as for as music area, the use of musical instruments, singing, and physical movement were applied in most intervention programs regardless of children's age. It was found that rhythm was the most common music concept incorporated into intervention programs, followed by beat, melody, and tempo, respectively, though all were infrequently used. Limited numbers of musical instruments were used, while idiophones such as xylophone, tambourine, triangle, wood block, handbell, maracas, and shakers were highly used. Fifth, the intervention programs incorporated response prompting, modeling, and preference strategies the most to facilitate child participation in the activities and interaction with peers, interventionist, and materials.

선호성 중심의 교육과정 수정·적용이 발달장애유아의 활동참여 및 문제 행동에 미치는 영향

신승미 ( Sung-mi Shin ),조광순 ( Kwang-sun Cho Blair ) 한국유아특수교육학회 2004 유아특수교육연구 Vol.4 No.1

본 연구는 유아의 활동에 대한 선호성을 중심으로 일반유치원 교육과정을 수정·운영하여, 세 명의 발달장애유아를 대상으로 활동 참여를 증진시켜 사회적 통합을 촉진시키는 것이 목적이었다. 본 연구에서는 대상자간 중다간헐기초선을 적용하여 중재의 효과를 검증하였고, 15초 간격기록법을 이용하여 관찰자료를 수집하였다. 연구결과, 유아들의 선호성이 반영된 집단활동 및 다양한 선택활동 속에서 최대한 개별화교육이 이루어지도록 배려한 교육과정의 운영은 문제행동이 가장 많이 발생되었던 집단활동에서의 발달장애유아 참여도를 증가시키고 문제행동을 감소시킨 효과를 본 연구에서는 보여주고 있다. The purpose of this study was to improve engagement and problem behaviors of three young children with developmental disabilities in an inclusive kindergarten program, using curriculum modification approaches based on children's preferences of activities and materials. This study investigated the intervention effects through a multiple probe baseline design across children. The children were observed during group activities, using a 15-second interval recording system. All experimental sessions were observed for 15 minutes. The intervention was implemented for 66 sessions over a period of 18 weeks. During the intervention, approximately 30 activities were selected from the regular curriculum based on preference assessments for each child. Each activity was modified based on each child's preference. The classroom teacher provided the activities during teacher-directed group activities and free play activities. It was found that implementing modified curriculums based on children's preferences of activities and materials during the regular classroom routine resulted in increased activities engagement and decreased problem behaviors by the participating children. The targed behaviors of the children were found to be maintained one month after the intervention and generalized into situations where the intervention was not implemented. It is suggested that any regular kindergarten teacher can use curriculum modification approaches to improve children's behaviors and learning in inclusive environments by facilitating activity engagement among children with disabilities.

일반 또래 주도의 사회극놀이 활동이 발달장애유아의 자발어와 반응어에 미치는 영향

송승숙(Seung-Suk Song),조광순(Kwang-Sun Cho Blair) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.2

The purpose of this study was to investigate the effects of the peer-initiation sociodramatic activities on expressive language of young children with special needs. Three five-year old children with developmental disabilities were selected from an inclusive kindergarten program. A multiple baseline design across subjects was used to demonstrate the intervention effects. The interventions of peer-initiated sociodramatic activities were provided to children during free choice play activities. The participating children were observed before, during, and three week after the interventions for expressive language behaviors. The results of this study were as follows: First, peer-initiated sociodramatic activities were found to increase expressive language behaviors of the participating children. The improved expressive language behaviors were found to be maintained during the follow-up period. The participating children demonstrated higher frequencies of spontaneous utterances and more appropriate responses on requests during and after the intervention periods than before the intervention. Second, the effects of peer-initiated sociodramatic activities were generalized to different situations where the interventions were not provided.