장애유아 통합교육을 위한 일반교사와 특수교사간 협력 방안 고찰 = Collaboration between Early Childhood and Early Childhood Special Educator for the Inclusion of Young Children with Disabilities

국문 초록 (Abstract)

최근 장애영유아의 성공적인 통합을 촉진하기 위한 요소로 유아교사와 유아특수교사간의 협력의 중요성이 강조되고 있다. 본 논문에서는 협력의 정의와 특성 및 협력의 효과를 살펴봄으로써 협력에 대한 기본적인 이해를 제시하고 특수아 조기교육 대상자를 위한 일반교사와 특수교사간의 협력 과정과 내용에 대하여 살펴보았다. 협력의 과정적인 면에서는 협력적 의사소통의 과정을 중심으로 살펴보았고, 내용 면에서는 장애유아의 통합적 상황과 관련하여 일반유아교육 기관과 유아특수교육사가 있는 통합 유아교육 기관내에서의 협력을 중심으로 한 협력적 내용을 살펴봄으로써 바람직한 전문가간 협력 방안을 제안하였다.

다국어 초록 (Multilingual Abstract)

Collaboration between Early Childhood and Early Childhood Special Educator for the Inclusion of Young Children with Disabilities
Teacher collaboration is the most important factor for successful educational integration of young children with disabilities. In the recent years, early childhood educator-early childhood special educator collaboration to promote the inclusion of young children with disabilities is highly valued. The purpose of this t\study was to investigate some of the key issues involved in early childhood educators' collaboration. First, the basic conceptions and components of collaboration were reviewed, including the definition and characteristics of teacher collaboration and the positive effects of collaboration among early childhood educators and early childhood special educators. Second, the practical aspects of collaboration and collaborative processes were considered. There was no universal agreement on the collaborative process and little empirical support existed to guide what should be done in multi-dimensional collaboration processes. Accordingly, we suggested collaborative communication skills, negotiation, and mediation strategies to guide communication and problem-solving skills for facilitating effective collaboration. Third, collaborative contents were discussed in terms of two aspects: (a) inter-agency collaboration and (b) intra-agency collaboration. Various collaborative contents were suggested to facilitate the merger between general and special education that was the core component of inclusion. Inter-agency collaboration affected ongoing service delivery to young children with disabilities. Intra-agency collaborative contents were related to planning curricula and choosing instructional strategies and environmental adaptations. Ultimately, inter- and intra-agency collaborative efforts may serve critical roles in fostering true social and instructional inclusion of young children with disabilities.

목차 (Table of Contents)

• Ⅰ.서 론
• Ⅱ.협력에 대한 기본적인 이해
• Ⅲ.협력의 실행: 과정과 내용
• Ⅳ.결 론