장애학생 개별화교육계획(IEP) 참여 중재 관련 국내외 연구 동향 고찰 = A Review of Domestic and International Research Trends on Interventions for Participation in Individualized Education Programs for Students with Disabilities

국문 초록 (Abstract)

연구목적: 본 연구는 장애학생의 IEP 참여와 관련된 국내외 선행연구를 분석하여 장애학생 IEP 참여전략을 효과적으로 활용할 수 있는 구체적인 방안을 모색하고 국내 특수교육 현장에 적용할 수 있는 시사점을 찾고자 하였다. 연구방법: 2004년부터 2024년까지 국내외에서 발표된 관련 논문 21편을 선정하여 전반적인 연구 동향과 중재 관련 요소를 분석하였다. 연구결과: 첫째, 지난 2004년부터 2024년까지 이루어진 장애학생 IEP 참여전략 및 중재 연구 21편 중 국내 연구는 3편으로 국외 연구에 비해 그 수가 적었다. 둘째, 연구 참여자의 경우 21편의 연구 중 19편에 지적장애학생이 참여하였으나 대부분 중고등학생이었고 초등학생을 대상으로 한 연구는 매우 적었다. 셋째, 총 21편의 연구 중 장애 특성을 고려한 지원을 제공한 연구는 9편이었다. 넷째, 중재에 포함된 내용을 알아보기 위하여 독립변인을 분석한 결과 자기 주도 IEP 중재 전략을 제공한 경우가 가장 많았다. 결론: 연구결과를 토대로 장애학생의 IEP 참여 실제와 후속 연구를 위한 시사점을 논의하였다.

다국어 초록 (Multilingual Abstract)

Purpose: This study aims to analyze domestic and international research on the participation of students with disabilities in Individualized Education Programs (IEPs) to explore specific strategies for effectively facilitating student participation in IEPs. Additionally, the study seeks to derive implications applicable to special education practices in South Korea. Method: A total of 21 relevant research papers published between 2004 and 2024 were selected and analyzed to examine overall trends and intervention-related elements. Results: First, out of the 21 studies on student participation in IEP strategies and interventions conducted from 2004 to 2024, only three were conducted in South Korea, indicating a smaller number than that of the international studies. Second, among the participants in these studies, students with intellectual disabilities were involved in 19 out of the 21 studies, with most participants being middle or high school students, while studies targeting elementary school students were very limited. Third, only 9 out of the 21 studies provided support considering the specific characteristics of the disabilities. Fourth, an analysis of independent variables to examine the contents of the interventions revealed that self-directed IEP intervention strategies were the most frequently provided. Conclusion: Based on the findings, this study discusses the practical implications for the participation of students with disabilities in IEPs and suggests directions for future research.

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