장애학생 통합교육을 위한 학교상담자의 준비-경도장애 학생을 중심으로 = Inclusion for Students with Mild Disabilities and School Counselor Preparations

다국어 초록 (Multilingual Abstract)

School counselors are now being held responsible for providing preventative and supportive services for students with mild disabilities who are included in regular public school classes. There continues to remain, however, a gap between performance expectations of school counselors and their skill and training levels in providing counseling services to students with mild disabilities. If school counselors are to be competent in providing such services, they must understand the cognitive, affective, and social problems of these students, be sensitive to their psycho‐social needs, and be knowledgeable of effective counseling interventions.
In this study, the relationship between inclusion and school counselor, the roles, attitudes, and behavior of school counselor were reviewed. And, as school counselor preparations, the identification and referral of students with disabilities, the school counselor interventions, constructing counseling goals and objectives for students with disabilities, the guidelines for consultation with teachers, the guidelines for counseling and consulting with parents, and the methods for building good relationships with community members were discussed.

국문 초록 (Abstract)

통합교육의 확대로 인하여 장애학생들의 적응을 돕기 위한 학교상담자의 책무도 점점 더 강조되고 있다. 장애학생들은 즉각적인 관심과 지속적인 관심을 모두 요구하는 특수한 문제를 안고 있기 때문에, 학교상담자의 도움을 훨씬 더 많이 필요로 한다. 그럼에도 불구하고, 학교상담자의 역할은 기대에 미치지 못하고 있다. 학교상담자가 장애학생을 효과적으로 상담하기 위해서는 장애학생의 인지적, 정서적, 사회적 문제를 이해하고, 그들의 심리사회적 욕구에 민감해야 하고, 효과적인 상담 개입방법을 알고 있어야 한다.
본 연구에서는 경도장애학생 통합교육을 중심으로 하여 학교상담자가 준비해야 할 점들을 통합교육과 학교상담자, 학교상담자의 태도, 학교상담자의 역할, 그리고 학교상담자의 역할에 따른 구체적인 개입 내용과 방법을 중심으로 하여 논의하였다. 그 결과 장애학생의 발견과 의뢰, 장애학생 지도를 위한 목표의 설정, 장애학생을 위한 직접 상담, 장애학생 부모 상담과 교육, 교직원을 위한 자문과 개발 활동 지원, 그리고 지역사회의 이해와 협력 유도와 관련하여 학교상담자가 준비하고 알아야 할 지식과 지침들을 구체적으로 정리하여 제시하였다.

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