중증․중복장애아 부모의 특수교육에 대한 인식과 개선방향 = Parent's Cognitions of the Children with Severe‧Multiple Disabilities on Special Education and Recommendations

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate parent's cognitions of the children with severe‧multiple disabilities on special education and recommendations. Variables of this study were parent's age, children's age, parent's occupation, parent's educational background, parent's religion, and parent's economic ability.
The subjects in this study were parents whose children attended special schools for visual disabled, hearing disabled, mental retardation and physical disabled youth in Seoul, Gyeonggi province, Chungcheong province, Jeolla province and Gyeongsang province. Survey was conducted by distributing 238 questionnaires, the responses from 135 parents were gathered, and 126 questionnaires were chosen for final analysis.
The findings of this study were as follows: First, parent's cognition of the children with severe‧multiple disabilities on special education service was above the average. Parent's cognition of the children with severe‧multiple disabilities on quality of teacher was highest, but on class size was lowest.
Second, parent's cognition of the children with severe‧multiple disabilities on administration and facility of special school was average. Parent's cognition of the children with severe‧multiple disabilities on admission administration was highest, but on service related disability was lowest.
Third, parent's cognition of the children with severe‧multiple disabilities on special school service was average. Parent's cognition of the children with severe‧multiple disabilities on relations between special school and parent was highest, but on content of parent education program was lowest.
Fourth, parent's recommendations of the children with severe‧multiple disabilities on special school service were individualized education program, decreasing class size, and remedial education and rehabilitation training.

국문 초록 (Abstract)

이 연구는 중증‧중복장애아 부모들이 현재 받고 있는 특수교육에 대한 인식과 개선 방향을 알아보기 위해 수행되었다. 중증‧중복장애아 부모를 대상으로 설문을 조사하였으며, 네 가지 연구문제에 대한 부모 변인별 인식의 차이를 알아보고, 개선방향을 제안하였다.
연구 결과 중증‧중복장애아 부모의 특수교육에 대한 전반적인 인식은 보통으로 나타났다. 중증‧중복장애아 부모의 특수학교 교육 서비스에 대한 인식이 가장 높게 나타났고, 부모에 대한 서비스에 대한 인식, 특수학교의 행정‧시설에 대한 인식 순으로 만족하는 것으로 나타났다. 개선방향으로는 장애아의 특성에 맞는개별화 교육, 학급당 학생수의 축소와 치료교육 및 재활 훈련이 필요하다고 제안하였다.