발달지체 유아를 위한 개별화된 교육 계획안의 장기 목적과 단기 목표의 현황 및 향후방향에 관한 연구 = Current Status and Future Directions of Individualized Education Plan(IEP) Goals and Objectives for Preschoolers with Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of the study is to analyze the quality of Individualized Education Program goals and objectives of special education teachers at day care centers. Thirty one teachers participated in the study, and seventy six goals and objectives were analyzed. First, the content of IEP was analyzed based upon Korean Special Education Law. In addition, the quality of IEP goals and objectives were analyzed based upon functionality, generality, instructional context, measurability, hierarchical relationship. Lastly, the quality of the IEP goals and/or objectives depending on the teacher variables(i.e., education experience, experience of teaching typically developing children, experience of teaching children with disabilities, special education training) were analyzed.
Findings from the data analysis indicated that teachers did not include the content of IEP (e.g., how to evaluate, how to provide related services) in the format. Moreover, many goals and objectives did not contain determination of performance criteria (e.g., independently, with assistance) in the measurability dimension. The results also indicated that there were significant differences on the quality of the IEP goals and/or objectives depending on the teacher variables (i.e., experience of teaching children with disabilities, special education training). Discussion for Korean early childhood special education field were presented.

국문 초록 (Abstract)

본 연구는 만 3-5세 발달지체 유아들을 가르치고 있는 대전 지역 장애전담 어린이 집에 근무하는 유아특수 교사들의 개별화된 교육 계획안에 기술된 장기 목적과 단기 목표의 현황을 파악하고 개선방향을 알아보는 것을 주요 목적으로 하였다. 이를 위하여 연구자는 개별화 교육 계획안이 장애인 등에 대한 특수교육법에서 명시하고 있는 필수 구성요소를 포함하고 있는지를 분석하였다. 아울러서 연구자는 GORI의 준거에 기초하여서 기능성, 일반성, 교수 맥락, 측정 가능성, 장기 목적과 단기 목표의 위계적 관계의 측면에서 76개의 장기 목적과 단기 목표를 분석하였다. 더불어서 교사의 학력, 일반교육 경험, 특수교육 경험, 특수교육 연수 경험에 따라서 장기 목적과 단기 목표가 질적으로 차이를 보이는지를 분석하였다. 마지막으로 본 연구에서 조사된 결과를 중심으로 유아특수 교육 현장에서 개별화된 교육 계획안의 작성과 관련된 문제점과 앞으로의 연구 및 발전방향을 논의하였다.

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