장애유아통합교육에서의 특수교사 협력 현황 및 기대

Abstract

The purpose of this study is to look into the present status of regular classes including handicapped preschoolers, cooperation status of special education teachers and the roles of special education teachers related to expectations of regular education teachers. The concrete study objects based on the topics mentioned above are as follows. 1. Howe is the present status of regular classes including handicapped preschoolers? 2. How is the special education teachers' cooperation status recognized by regular education teachers? 3. What roles do the regular education teachers think should be carried out by the special education teachers? The participants of this study included 147 teachers in charge of regular classes, into which handicapped preschoolers were incorporated, working for national and public kindergartens across the country where special classes are established. As for the research method, the questionnaire used in the dissertation of Yun-ju Jeong(2003) was referred to with some modification and supplement, and some part of the questionnaire was created by the researcher of this paper. The collected data was analyzed by using the SPSS 12.0 statistics program. The general things of teachers and the present stratus of regular classes were calculated on the basis of frequency and percentage, and the cooperation status of special education teachers and the roles related to expectations of regular teachers were analyzed by carrying out two independent samples t-test and obtaining the average, standard deviation. And some part of questions were analyzed based on the frequency and percentage. The summary of the study results are as follows. Firstly, according to the review of regular class status which handicapped preschoolers are incorporated into, in the most cases a special education teacher of a kindergarten was taking care of four handicapped preschoolers. And in most cases, a class was composed of 26 to 30 ordinary preschoolers and two handicapped preschoolers incorporated into the class. As for the incorporation types of handicapped preschoolers, the partial incorporation was more used than the total incorporation by 7.4%. As for the inclusive education consultation, they were holding consultations on occasional basis a little more. And as for the methods by which the regular education teachers obtained the information for inclusive education, in most case they relied on the counseling with special education teachers. Secondly, according to the review of special education teachers' cooperation in the inclusive education of handicapped preschoolers, the most frequent cases were related to the cooperation in which handicapped preschoolers could participate in the events such as the field trip, market playing, sports meeting, and the cooperation for basic life habit education for handicapped preschoolers took the second place. And the cooperation for the class allocation for handicapped preschoolers took the third place, where the handicapped children were assigned to the same classes in consideration of age in most cases. And then, the cooperation for the correction of inappropriate behaviors, the cooperation to help the handicapped children participate in the ordinary children group were carried out in the order. On the contrary, as for the items of which the cooperations were not carried out favorably, the items, in which the special education teachers were asking the regular education teachers for inquiries or consultations about the individualized education planning, marked the lowest score, and the planning was mostly carried out by the special education teachers. And the low scored items were followed by the cooperation for the education of handicapped preschoolers who were incorporated into regular classes, the cooperation for the teaching-learning plans, the cooperation for the planning of teachers' roles and the cooperation for modification and supplement of learning materials, in the order. On the basis of investigation result according to the incorporation types, it was identified that there was no significance in terms of statistics. Thirdly, according to the review of special education teachers' roles related to the expectations of regular education teachers based on the same items, the expectation for the information about handicapped preschoolers(diagnosis evaluation and development conditions, etc.) provided by special education teachers was the highest, scoring 3.77 points. And then, it is followed by the expectation the cooperation for basic life habit education for handicapped preschoolers, the cooperation for the class allocation for handicapped preschoolers, the cooperation in which handicapped preschoolers could participate in the events, the cooperation for the correction of inappropriate behaviors, in the order. On the contrary, as for the items of which the cooperations were lower than other items, the expectation, in which the special education teachers were asking the regular education teachers for inquiries or consultations about the individualized education planning, marked the lowest score, and it was followed by the expectation for the education of handicapped preschoolers who were incorporated into regular classes, the expectation for modification and supplement of educational contents, the expectation for the planning of teachers' roles and the expectation for modification and supplement of learning materials, getting lowered in the order. On the basis of investigation result according to the incorporation types, it was identified that there was no significance in terms of statistics. The participants replied that the most difficult thing, which the regular education teachers went through during the inclusive education combining handicapped and ordinary preschoolers, was the correction of inappropriate behaviors of handicapped preschoolers, the most difficult thing in the cooperation with special education teachers was that the number of children in regular classes was too big, and then they also pointed out the lack of time due to too much work. The 47.6% of participants, which was the highest percentage, replied that the ratio of preschoolers to teachers shall be lowered in order to make cooperation with special education teachers, and lots of participants replied that it is required to expand training opportunities related to inclusive education. As for what the regular education teacher felt carrying out the inclusive education, the most participants replied that it is required that both special education and regular education teachers have to make efforts through training, conversation and others, in order to understand each other.;본 연구에서는 장애유아를 통합하고 있는 일반학급의 현황, 특수교사의 협력현황과 일반교사가 특수교사에게 기대하는 역할에 대하여 알아보는데 그 목적이 있다. 이에 따른 구체적 연구문제는 다음과 같다. 1. 장애유아를 통합하고 있는 일반학급의 현황은 어떠한가? 2. 일반교사가 인식하는 특수교사의 협력 현황은 어떠한가? 3. 일반교사가 특수교사에게 기대하는 역할은 무엇인가? 본 연구의 대상은 전국 국·공립 유치원 중 특수학급이 설치되어 있는 곳에서 장애유아를 통합하여 교육하고 있는 일반학급 교사 147명이었다. 연구방법으로는 정윤주(2003)의 논문에서 사용된 질문지를 참고하여 수정·보완하고 일부는 연구자가 제작한 질문지를 사용하였다. 수집된 자료의 분석은 SPSS 12.0 통계프로그램을 이용하였다. 교사의 일반적인 사항과 일반학급의 현황은 빈도와 백분율을 산출하였고, 특수교사의 협력현황과 일반교사가 기대하는 역할은 두 독립표본 t검증과 평균, 표준편차를 구하여 분석하였으며 일부문항은 빈도와 백분율로 분석하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 장애유아를 통합하고 있는 일반학급 현황을 살펴본 결과, 유치원 기관 내에 특수교사는 한명인 곳에서 네 명의 장애유아를 담당하고 있는 경우가 가장 많았으며 일반학급에 통합되어 있는 장애유아는 두 명, 일반유아는 26명이상 30명이하가 가장 많았다. 장애유아의 통합유형은 완전통합보다 부분통합을 7.4% 더 많이 사용하고 있었다. 통합교육을 위한 협의에 있어서 비정기적인 협의를 좀 더 많이 사용하고 있었고, 일반교사가 통합교육을 위하여 정보를 얻는 방법으로는 특수교사에게 자문을 구하는 방법을 가장 많이 사용하고 있었다. 둘째, 장애유아통합교육에서 특수교사의 협력현황을 살펴본 결과, 장애유아가 행사(현장학습, 시장놀이, 운동회 등)에 참여할 수 있도록 협력하는 것이 가장 높았으며, 장애유아의 기본생활습관 지도를 위한 협력이 두 번째로 높았다. 세 번째로 장애유아의 반 배정에 대하여 협의를 하는 협력이 높았는데, 장애유아의 연령을 가장 먼저 고려하여 동일한 반에 배치하고 있는 경우가 가장 많았다. 그 다음으로 부적절한 행동 지도를 위한 협력, 일반유아집단에 참여하기 위한 협력 순으로 협력이 잘 이루어지고 있었다. 반면에 협력이 잘 이루어지지 않는 항목으로는 특수교사가 개별화교육계획안에 대하여 일반교사에게 자문이나 협의를 제안하는 항목이 가장 낮았으며, 이는 대부분 특수교사가 실시하고 있었다. 그 다음으로 일반학급에 통합된 장애유아 교육계획을 위한 협력, 교수-학습 지도를 위한 협력, 교사역할계획을 위한 협력, 학습자료 수정·보완을 위한 협력 순으로 낮았다. 통합유형에 따라 집단 간 차이를 알아본 결과, 통계적으로 유의미한 차이는 나타나지 않았다. 셋째, 일반교사가 기대하는 특수교사의 역할을 협력현황과 같은 문항으로 살펴 본 결과, 장애유아에 대한 정보(진단평가 검사, 발달상황 등)를 특수교사에게 제공받는 기대가 3.77점으로 가장 높았으며, 그 다음으로 기본생활습관 지도를 위한 기대, 반 배정을 위하여 협의를 하는 기대, 장애유아가 행사에 참여하기 위한 기대, 부적절한 행동 지도를 위한 기대 순으로 특수교사의 협력을 기대하고 있었다. 기대가 다른 문항에 비하여 낮은 문항으로는 개별화교육계획안에 대하여 일반교사에게 자문이나 협의를 제안하는 기대가 가장 낮았으며, 그 다음으로 일반학급에 통합된 장애유아 교육계획에 대한 기대, 교육내용 수정·보완을 위한 기대, 교사역할계획을 위한 기대, 학습자료 수정·보완을 위한 기대 순으로 낮았다. 통합유형에 따라 집단 간 차이를 알아본 결과, 통계적으로 유의미한 차이는 나타나지 않았다. 장애유아통합교육을 하면서 일반교사가 느끼는 가장 어려운 점으로 장애유아의 부적절한행동에 대한 지도를 가장 많이 응답하였고, 특수교사와 협력할 때 가장 어려운 점으로는 일반학급의 유아수가 너무 많다는 응답이 가장 많았고, 그 다음으로 과중한 업무로 시간부족을 들었다. 특수교사와 협력을 하기 위하여 47.6%가 교사 대 유아의 비율이 축소되어야 한다고 가장 많이 응답하였고, 통합교육과 관련된 연수의 기회를 확대하는 응답도 많았다. 일반교사가 통합교육을 하면서 느낀 점은 특수교사와 서로간의 이해를 위한 노력(연수, 대화 등)이 필요하다고 응답한 사람이 가장 많았다.