개별화교육계획(IEP) 회의 참여 프로그램이 장애 초등학생의 IEP 회의 지식 및 기술, 자기결정력에 미치는 영향 = The Effects of A Program to Promote Student Involvement in Individualized Education Plan (IEP) Meeting on the IEP Meeting Knowledge and Skills, and Self-Determination of Elementary-Age Students with Disabilities

국문 초록 (Abstract)

연구목적: 본 연구의 목적은 장애 초등학생을 위한 IEP 회의 참여 프로그램이 그들의 IEP 회의 지식과 기술 및 자기결정력에 미치는 영향을 알아보는 것이다. 연구방법: 본 연구의 참여자는 초등학교에 재학 중인 장애학생 22명(실험집단 11명, 통제집단 11명)이었다. 장애학생의 IEP 회의 참여 프로그램은 IEP 관련 국내외 문헌들을 바탕으로 개발되었으며, 프로그램의 효과는 IEP 회의 지식 및 참여 기술 검사, 학생용과 교사용 자기결정력 검사로 측정되었다. 연구결과: 본 연구의 결과는 다음과 같다. 첫째, IEP 회의 참여 프로그램에 참여한 실험집단 장애학생의 IEP 회의 지식은 통제집단 학생과 비교하여 유의미하게 향상되었다. 둘째, 프로그램에 참여한 실험집단 장애 초등학생의 IEP 회의 기술은 중재 전에 비하여 중재 후에 유의한 향상을 나타내었다. 셋째, IEP 회의 참여 프로그램에 참여한 실험집단 장애학생의 자기결정력은 통제집단 학생과 비교하여 유의미하게 향상되었다. 결론: 본 연구는 장애학생이 IEP 과정에 적극적으로 참여할 수 있도록 지원하는 프로그램을 개발하고 그 효과를 입증한 국내 첫 실증적 연구였다는 점에서 의의가 있다.

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to examine the effects of a program to promote student involvement in IEP meeting on the IEP meeting knowledge and skills, and self-determination of elementary-age students with disabilities. Method: The participants in this study were 22 elementary school students with disabilities(11 in the experimental group and 11 in the control group). The program consisted of 11 lessons and was implemented for 10 weeks. Results: First, the IEP meeting knowledge of students in the experimental group was significantly improved compared to that of the control group. Second, IEP meeting skills of the students in the experimental group were significantly improve. Third, the self-determination of the students in the experimental group was significantly improved compared to those of the control group. Conclusion: This study was the first empirical study in Korea to develop and demonstrate the effects of the program to promote student involvement in the IEP meeting.

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