중도·중복장애 학생의 성공적인 통합교육을 위한 협력적 지원에 대한 초등학교 교사들의 인식

• 영문명: Elementary School Teachers Perception on Collaborative Supports for Successful Inclusion of Students with Severe and Multiple Disabilities
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 김은실(Kim, Eun-Sil) 이미경(Lee, Mi-Kyung) 박경옥(Park, Kyoung-Ock) 한경근(Han, Kyoung-Gun)
• 간행물 정보: 『지체.중복.건강장애연구』제52권 제4호, 271~297쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.10.30

국문 초록

이 연구는 초등학교 특수학급 교사 및 통합학급 교사와 특수학교 초등학교 과정 교사를 대상으로 개별적인 심층 면담을 통해 중도·중복장애 학생들의 통합교육 목적, 효과적인 통합교육을 위한 교사 간 협력의 전제조건, 구체적인 교사 간 협력의 실행 과정을 알아보았다. 이를 위해 초등학교 과정의 통합학급 교사, 특수학급 교사, 그리고 특수학교 교사 각각 5명씩 총 15명이 심층면담에 참여하였다. 연구결과, 교사들은 중도·중복장애 학생 통합교육의 목적으로 삶의 질의 향상이 가장 중요하다고 인식하였다. 효과적인 통합교육을 위한 전제 조건으로는 1) 다양성의 이해와 긍정적인 태도 교육, 2) 능동적인 행정적 지원, 3) 물리적 환경의 지원 등이 꼽혔다. 교사 간 협력의 구체적인 실행 과정은 1) 전문가를 포함한 협력적 팀 접근, 2) 학생의 독특한 교육적 요구에 민감한 교육 팀의 협력, 그리고 3) 일반교육과정 접근을 위한 개별화 교육 실현과정 협력 등으로 인식하였다. 보다 구체적인 연구 결과와 연구의 시사점이 함께 논의 되었다.

영문 초록

The purpose of study was to find out how teachers perceived the goals of inclusive education for students with severe and multiple disabilities, the prerequisites of collaboration among teachers, and the process of collaborative supports. In-depth interviewed were conducted individually with a total of 15 elementary school teachers(5 regular ed teachers, 5 sped classroom teachers, 5 sped school teachers). Results indicated that quality of life issue was the most critical reason why students with severe and multiple disabilities should have opportunities of inclusion. Three themes were categorized for the prerequisites of inclusion: understanding diversity and positive attitudes, administrative supports, and physical arrangements. Finally, the process of collaboration among teachers were categorized into 3 themes: a collaborative team approach, the team s sensitivity to individual students educational needs, and the aligning IEP goals with the general education curriculum. Detailed results, implication and suggestions for successful inclusion for students with severe and multiple disabilities were also discussed. The purpose of study was to find out how teachers perceived the goals of inclusive education for students with severe and multiple disabilities, the prerequisites of collaboration among teachers, and the process of collaborative supports. In-depth interviewed were conducted individually with a total of 15 elementary school teachers(5 regular ed teachers, 5 sped classroom teachers, 5 sped school teachers). Results indicated that quality of life issue was the most critical reason why students with severe and multiple disabilities should have opportunities of inclusion. Three themes were categorized for the prerequisites of inclusion: understanding diversity and positive attitudes, administrative supports, and physical arrangements. Finally, the process of collaboration among teachers were categorized into 3 themes: a collaborative team approach, the team s sensitivity to individual students educational needs, and the aligning IEP goals with the general education curriculum. Detailed results, implication and suggestions for successful inclusion for students with severe and multiple disabilities were also discussed.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논 의

Ⅴ. 결론 및 제언

키워드

중도·중복장애 통합교육 협력적 팀 접근 severe and multiple disabilities inclusion collaboration