지적장애아동 가족의 심리적 지원에 따른 사회통합 방안 연구 = A Study on Plans of Community Inclusion Followed by Psychological Support of Families of Children with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find plans of community inclusion followed by psychological support of families of children with intellectual disabilities.
In the concrete purpose of the study, first, it was to make close inquiry to approach for psychological support of families of children with intellectual disabilities. Second, it was to find plans of community inclusion and professional of teachers of children with intellectual disabilities. Third, it was to find plans of community inclusion and professional of parents of children with intellectual disabilities.
The study offered theoretical foundation and methodological approach contents of plans for substantial community inclusion of children with intellectual disabilities by analyzing and investigating various domestic/overseas literatures related to psychological support of families.
The results of this study were as follows;
First, parents of children with intellectual and developmental disabilities experience multilateral psychological conflicts by particularity of intellectual and developmental disabilities in their lives. Though the process of psychological conflict is individual and relative, it is an aspect of experience which parents can show universally. Namely, they express an emotional environment of denial, projecting blame, fear, guilt, grief and mourning, withdrawal, rejection, searching for a cause, acceptance". Therefore, a family support program to encourage a stable psychological environment should be made by realizing family participation through cooperation between families and schools. Also, a psychological environment of the families and the family support program to support the environment, namely measures for particularity of intellectual and developmental disabilities should be based on the context of ecological approach to the families. To satisfy demands of the families and to strengthen their ability, the ecological approach that family?school?community interact in the united system should be applied necessarily to support of the families.
The psychological environment of the families on particularity of intellectual and developmental disabilities is a necessary factor for adaption in the side of quality in life and should be settled for educational performance of children with intellectual and developmental disabilities. The psychological adaption of the families has an effect on deciding educational contents?methods?environment which can be considered to children with intellectual and developmental disabilities. The results become a basic foundation to raise quality in life expressing economic and social conditions. Therefore, to raise quality in life of the families of children with intellectual and developmental disabilities, the psychological adaption for particularity of intellectual and developmental disabilities should be settled essentially in advance.
To settle the psychological environment, schools should make approach of community realized easily through a positive connection with the families. Namely, the schools should practice education of children with intellectual and developmental disabilities according to the family-ecological approach. The education can be embodied by community-centered school operation, construction of cooperative system with itinerant teachers belonged to the office of education and social welfare professionals, strengthening of integration?exchange education, revitalization of culture life and on-the-spot learning space, legal?systematic support and spreading of practical volition. Through the above, difficulties in the psychological environment can be settled by strengthening their parents' empowerment and communicating with teachers and various resources of community. It raises the importance of family-centered education.
Second, to get an efficient effect in quality of life including the psychological environment of the families by the family-centered education, parents and teachers should be kept?developed to cooperative relations. Teachers' specialized performance cannot help being required since it is to secure the psychological environment of the families in the level of education. Therefore, parents' empowerment?participation should be strengthened and various educational plans should be realized to raise specialty by referring to CEC (Specialized ability of special teachers: Knowledge and Skills) standard emphasizing importance of family and cooperation of family?schools?community in the context of ecology and by abstracting implications from the CEC standard.
Strengthening of training activities in family consulting education, installment of family support centers within school agencies under the control of the government, universalization of itinerant education program, strengthening of community-centered integrated?exchange education and consciousness of practical paradigm of family-centered education by characteristics of productional welfare as social investment should be supported in the level of encouraging teachers' performance so that community inclusion may be spread from the category of teachers' professionals.
Finally, parents' professional can be proposed as a part of forming educational activities in family-centered character for community inclusion. For, development of children with intellectual and developmental disabilities is realized at the time of attaching great importance to quality in life including the psychological environment of the families by establishing the operating system with parents' authority and specialty in composition of active connection?unity of family?school?community. The inclusion formed by family-friendly elements is educational activities practiced by securing the least restrictive environment based on demands of the families and is results embodied by unity of reality and educational activities.
The study basically raised the psychological adaption that children with intellectual and developmental disabilities and family?school?community should settle first in the scope of quality in life and education by examining the necessity that the subject and the scope of educational performance for children with intellectual and developmental disabilities should be enlarged to families. The study places a large meaning in establishing the possibility of plans of their application in a frame of educational activities.
We cannot anticipate a true educational performance in the absence of support structure that educational consideration of families' psychological adaption and strengthening of empowerment by a positive participation of families are presupposed.

국문 초록 (Abstract)

이 연구는 지적장애아동 가족의 심리적 지원에 따른 사회통합을 위한 방안을 탐색하기 위해 수행되었다. 구체적인 연구목적은 첫째, 지적장애아동 가족의 심리적 지원을 위한 접근 방법을 탐색하고, 둘째, 지적장애아동 교사의 전문성과 사회통합 방안을 탐색하고, 셋째, 지적장애아동 부모의 전문성과 사회통합 방안을 탐색하는 것이다.
연구방법은 지적장애아동 가족의 심리적 지원과 관련된 국내외 여러 문헌 분석·탐색하여 사회통합 방안에 관한 이론적인 토대와 방법론적 접근 내용을 제공하는데 있다.
연구의 결론은 다음과 같다.
첫째, 지적장애아동 가족의 심리적 지원을 위한 접근 방법은 가족의 심리적 적응이 가정 뿐 아니라, 학교와 지역사회의 환경과 긴밀히 연계되어 있기에 가족 생태학적 접근에 의해 구안되어야 한다. 이에 따라 가족의 심리적 지원은 포괄적인 위치와 역할내용으로 교육활동의 최대 목적인 사회통합을 위한 여러 교육적 함의와 내용, 방법에 이르는 효율적인 방안을 모색하는데 기초가 된다고 할 수 있다.
둘째, 지적장애아동 가족의 심리적 지원이 보다 구체화된 교육적인 관점에서 사회통합으로 직결되기 위해서는 지적장애아동 교사의 전문성이 실제적 방안으로 제고되어야 한다. 즉, 가족의 심리적 지원과 사회통합에 대한 접점과 향방을 모색하기 위한 일환으로 학교의 태생이 가정과 지역사회와 밀접한 관계를 갖는 현상을 여러 교육프로그램과 방법을 통해 구체화할 수 있는 객관·보편화된 가족 친화적 교사의 수행능력 기준이 요구된다.
셋째, 현행의 특수교육법은 특수교육 정의(제2조)에서 교육과정과 관련서비스(가족지원)를 동등한 범주로 확립함에 따라 교육성과의 주체와 범위를 가족에게까지 확대시키고 있다. 즉, 심리적 역량을 비롯한 가족중심의 실제에서 특수교육 분야의 최대 목적인 사회통합을 위해 부모의 전문성에 따라 교육활동을 구체화할 수 있는 방안을 제시해 준다. 이러한 관점은 사회통합에 역점을 두는 통합교육이 가족의 심리적 지원에 따라 보다 효율적인 운영체제를 확립할 수 있음을 확인시켜 준다.
앞으로 지적장애아동 가족의 심리적 측면과 사회통합에 대한 관계성에 따른 교육 성과의 여부를 밝히는 실증연구가 활성화되어야 하며, 이에 따라 가족의 심리적 지원에 포함되어 있는 여러 교육적 함의를 통해 사회통합에 실제적인 교육활동이 계획·실행되어야 할 것이다. 이를테면, 지적장애아동 가족의 심리적 지원에 따라 통합교육이나 전환교육이 결과중심의 측면에서 보다 효율적인 사회통합 체계를 확립·실행할 수 있는 교육 프로그램과 방법이 객관적이고 실제적인 내용으로 개발될 필요가 있다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 3
• 3. 연구 방법 및 제한점 = 3
• Ⅱ. 지적장애아동 가족의 심리적 지원을 위한 접근 방법 = 5
• 1. 지적장애아동 가족의 심리적 지원 = 5
• 2. 가족 생태학과 지적장애아 교육의 학제적 접근 = 17
• 3. 지적장애아동 가족의 심리적 지원을 위한 방법 = 28
• Ⅲ. 지적장애아동 교사의 전문성과 사회통합 방안 = 35
• 1. 가족 친화적 지적장애아동 교사의 필요성 = 35
• 2. CEC 기준과 가족 친화적 지적장애아동 교사의 수행능력 = 39
• 3. 가족 친화적 지적장애아동 교사의 전문성 제고방안 = 49
• Ⅳ. 지적장애아동 부모의 전문성과 사회통합 방안 = 53
• 1. 장애인 등에 대한 특수교육법의 새로운 가능성과 한계 = 53
• 2. 지적장애아동 가정환경맥락에서 본 통합교육의 현실성 = 59
• 3. 지적장애아동 부모의 전문성과 통합교육의 효율적 운영 = 61
• Ⅴ. 요약 및 결론 = 65
• 1. 요약 = 65
• 2. 결론 = 67
• 3. 제언 = 68
• 참고문헌 = 71
• (Abstract) = 81
• 부록 = 85