일반학급내 학습장애와 학습부진 아동을 위한 교육적 지원 현황 = A Survey on the Educational Support for Children with Learning Disabilities and with Under-Achievement: Based on the Judgement of Elementary School Teachers

국문 초록 (Abstract)

본 연구에서는 학습장애 아동들과 학습부진 아동들에 대한 교육적 지원을 촉진하기 위한 방안을 모색하기 위하여, 일반학급 담당교사의 아동과의 교수경험에 기초한 임상적인 학습장애와 학습부진에 대한 판단기준에 근거하여 이 아동들이 받는 교육적 지원 서비스 유형에 관한 현황을 조사하고자 하였다. 서울과 수도권 31개 초등학교의 일반교사 834명을 대상으로 수집된 설문지를 분석한 결과, 저-고학년 전체에서 학습장애와 학습부진 아동의 학급당 아동 발생율은 차이를 보이지 않았으나, 저학년에서는 학습부진보다 학습장애 아동이, 고학년에서는 학습장애보다 학습부진의 발생율이 높게 보고되었다. 그리고 모든 학년에서 학습장애와 학습부진 아동의 경우 자문이나 특수학급에 의한 교육적 지원 없이 일반학급에서만 교육을 받는 경향이 월등히 높았으며, 학습장애의 경우 일반학급과 특수학급 저학년에 학습부진보다 더 배치되어 있는 것으로 나타났다. 이러한 결과를 바탕으로, 학습장애에 대한 조기발견과 중재의 필요성, 학습부진 프로그램과 같은 보정교육 프로그램의 확대, 일반학급 배치에 따른 교육적 지원방안 등이 논의되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to facilitate the educational services and to expand the educational opportunities of children with learning disabilities(LD) excluded from the present special education service delivery system, and with under-achievement included in regular education system. The survey data on the educational support for children with LD and for children with under-achievement were collected from 834 teachers at 31 elementary schools in Seoul, Inchon, and Kyunggyi province. The results obtained from this study were summarized as follows. The total mean incidence of children with LD was not different from that of children with under-achievement; however, the total mean incidence of children with LD was higher than that of children with under-achievement in grades 2 - 3, while the mean incidence of children with under-achievement was higher than that of children with LD in grades 4 - 6. Most children with learning problems were placed in regular classes, but especially the placement rate of children with LD in grades 2 - 3 was higher than that of other groups in regular and special classes. Based on these results, this study discussed the needs of early identification and intervention for children with LD, the expansion of remedial education opportunities, and the educational support to regular classroom teachers and children with learning problems.

목차 (Table of Contents)

• I. 서론
• II. 연구방법
• III. 연구결과
• IV. 논의 및 제언

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