유아특수교육 기관의 개별화 교육 프로그램 개발과 운영을 위한 진단·평가의 현황

• 영문명: An Analysis of Assessment Practices for Developing and Implementing Individualized Education Programs in Early Childhood Special Education
• 발행기관: 한국특수교육학회
• 저자명: 조광순(Kwang-Sun Cho) 전병운(Byung-Un Jeon) 박혜준(Hye Jun Park) 강미라(Mi-Ra Kang) 이준석(Joon-Suk Yi)
• 간행물 정보: 『특수교육학연구』제39권 제4호, 87~125쪽, 전체 39쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.03.01

국문 초록

본 연구에서는 전국의 유아특수교육 기관에서 표집된 49명의 유아특수교육교사를 대상으로 한 설문조사의 양적 자료와 각기 다른 유아특수교육 현장에서 근무하는 5명의 교사들로 구성된 핵심집단 심층면담을 통한 질적 자료의 분석을 통해 유아특수교육 기관에서 사용하고 있는 진단·평가 도구의 유형과 특성, 교육과정 중심의 진단·평가의 실제, IEP의 장·단기 목표의 개발과 IEP 평가의 실제, IEP의 개발과 운영 과정에 있어서의 문제점을 알아보았다. 연구 결과, 유아특수교육교사들은 IEP 개발과 단기목표 수행 평가 목적에 적합하지 않은 규준지향적 도구들을 많이 사용하고 있으며, 선별 및 진단·평가 절차와 방법에 대한 제한적 지식을 나타내 보였고, 적절한 도구 사용 및 평가에 있어서의 실제는 질적인 면에서 향상이 필요한 것으로 나타났다. 유아특수교육교사들은 기능적 목표와 내용이 많이 포함되어 있고, 구체적인 활동이 제시된 교육과정에 대한 요구가 높았다. 이러한 결과를 토대로 본 연구에서는 장애유아의 특성에 적절한 진단·평가 절차와 방법의 제시, 다양한 발달 영역을 총체적으로 보여줄 수 있는 진단·평가 도구 및 중재 유용도와 수렴타당도가 높은 교육과정의 개발, IEP의 개발과 운영과 관련된 교사의 지식과 자질 향상을 위한 교사교육 프로그램의 개발·운영 및 관련 행정적 지원의 필요성을 제안하였다.

영문 초록

Unlike the screening process to identify children who may need special education services, the assessment procedures for developing and implementing an Individualized Education Program (IEP) are recommended to use curriculum-based assessment tools or criterion-referenced tests in order to develop IEP goals and to find appropriate intervention strategies and specific instructions. However, the assessment practices are considered difficult and challenging for most early childhood special education (ECSE) teachers. The use of curriculum-based approaches are extremely limited in early childhood special education programs in South Korea. The purpose of this study is to understand: 1) how ECSE teachers utilize various assessment tools to develop and monitor the IEP, 2) how curriculum-based assessments are put into practices, 3) how long-term goals and the short-term objectives are developed for IEP and performance assessment are put into practice, and 4) challenges for the development and implementation of the IEP. Two methods of data collection were used to collect both quantitative and qualitative data. For the quantitative data, an on-line self survey was conducted by 49 teachers from various ECSE programs. For the qualitative data, five teachers from five different ECSE programs were selected for an in-depth focus group interview. Findings from the data analysis indicate that a majority of the assessments used by the early childhood special education teachers are norm-referenced measures. The curriculum-based measures that could be used efficiently to develop IEP goals and evaluation are rarely used. Some teachers reported the use of screening instruments, even though those instruments are not appropriate to assess individual needs and develop IEPs, demonstrating limited knowledge on screening. The teachers also demonstrated the development of IEP goals that do not relate to their curriculum. This problem seems to be related to the limited numbers of curriculum-based measures. The results also indicated that the ECSE teachers emphasize the functional goals and the use various curricula that provide specific activities to achieve curriculum goals. It was found that most teachers use anecdotal recording for child progress monitoring, demonstrating less use of various observation methods. Overall, the ECSE teachers demonstrated limited knowledge and practices in developing and implementing quality IEPs. The findings of this study suggest that: 1) specific assessment procedures need to be mandated through special education laws and regulations in order to identify educational needs, plan appropriate intervention strategies with IEPs, and monitor the effectiveness of services provided, 2) there is an urgent need for comprehensive curriculum-based assessment tools that reflect various developmental aspects as well as diverse special needs, and 3) it is important to provide strong pre-service teacher education programs as well as in-service workshops or training courses for teachers in order to improve the quality of teachers who are directly related to the development and implementation of IEPs for young children who need special education services.

목차

< 요 약 >

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

Abstract