지체부자유학생의 특수교육 보조원의 역할에 대한 인식 = Ability and Roles of Special Education Assistants Perceived by Physically Disabled Students

다국어 초록 (Multilingual Abstract)

Physical disabilities mean mobility disabilities. Mobility disabled people refer to ones who cannot move safely and efficiently without stress. In this sense, physically disabled students are mobility disabled people who need many helps during their school life. The purpose of this study is to examine the ability and roles of special education assistants perceived by physically disabled students under the situation of service expansion in the special education and welfare fields for disabled people including assistants for special education or disabled people``s activity. 166 physically disabled students residing in the Jeonnam area participated in this study that explored the ability and role of special education assistants. The following results are obtained. First, the perception by physically disabled students on the role of special education assistants was analyzed. The most important role perceived by students was「assistance in life guidance」(57.2%), followed by「assistance in school lessons」(56.6%), and「assistance in business management」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students. Second, the perception by physically disabled students on the ability of special education assistants was analyzed. The most important ability perceived by students was「knowledge on special education」(59.0%), followed by 「knowledge on therapy education」(55.4%), and「knowledge on general education」(52.4%). For sex difference, female students perceived these three subareas more importantly than male students. Finally, the perception by physically disabled students on the hindrance factors of special education assistants`` ability was analyzed. The most important hindrance factor perceived by students was 「student」(52.4%), followed by「teacher」(50.6%), and「system」(50.0%). For sex difference, female students perceived these three subareas more importantly than male students.

참고문헌 (Reference)

1 김일명, "특수학교 교사의 특수교육보조원의 역할 및 능력에 대한 인식" 한국특수교육문제연구소 7 (7): 121-141, 2006

2 교육인적자원부, "특수교육실태조사서" 교육인적자원부 2002

3 강경숙, "특수교육 보조원제 운영방안" 국립특수교육원 2002

4 정창교, "통합교육 보조교사 제도의 전국화를 위한 정보공유의 필요성" 8 (8): 44-46, 2001

5 "전국장애인교육권연대 보도자료(2006.4.17)"

6 박승희, "장애관련종사자의 특수교육 입문" 학지사 2007

7 교육인적자원부, "시․도교육청 특수교육 담당관 협의자료" 교육인적자원부 2003

8 김정혜, "상주할 수 있는 전문적 보조교사가 시급" 8 (8): 42-43, 2001

9 전인진, "보조교사의 역할 규명과 순기능 및 역기능에 관한 고찰" 36 (36): 233-265, 2001

10 박은혜, "보조교사의 역할" 8 (8): 40-41, 2001

11 교육인적자원부, "보도자료, 2004, 2, 24"

12 趙洪仲, "肢体不自由教育教師の資質及び能力に関する研究" 7 (7): 263-285, 2000

13 井上正明, "教師の評価に関する心理学的研究" 風間書房 1993

14 Giangreco, M. F., "The tip of the iceberg : Determining whether paraprofessional support is needed for students with disabilities in general education settings" 24 (24): 281-291, 1999

15 Mimondo, S., "The role and responsibilities of teaching assistants in inclusive education: What's appropriate?" 26 (26): 114-119, 2001

16 Martella, R. C., "Teaching instructional aides and peer tutors to decrease problem behaviors in the classroom" 27 (27): 53-56, 1995

17 Heller, K. W., "Specialized health care procedures in the schools : Training and service delivery" 66 (66): 173-186, 2000

18 French, N. K., "Parent perspectives on the roles of paraprofessionals" 24 : 259-272, 1999

19 Giangreco, M. F., "Paraprofessional support of students with disabilities : Literature from the past decade" 68 (68): 45-63, 2001

20 French, N. K., "Paraeducators: Who are they and what do they do?" 32 (32): 65-69, 1999

21 French, N. K., "Paraeducators and teachers : Shifting roles" 32 (32): 69-73, 1999

22 Marks, S. U., "Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own?" 65 (65): 315-328, 1999

23 Freschi, D. F., "Guidelines for working with one-to-one aides" 31 (31): 42-45, 1999

24 Lipsky. D. K., "Classroom supports and instructional strategies. In Inclusion & School Reform: Transforming America's classrooms" Paul H. Brooks 1997

25 교육인적자원부 특수교육정책과, "2007년도 특수교육운영계획" 2007

26 교육인적자원부, "2006년도 특수교육실태조사서" 2006