장애학생을 위한 협력적 중재접근의 실태와 개선방안에 대한 특수교사의 인식
Special education teachers' perception on collaborative intervention approach for students with disabilities
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초록
본 연구의 목적은 장애학생을 위한 협력적 중재접근의 실태와 개선방안에 대한 특수교사의 인식을 밝히는 것이었다. 연구대상은 7개 특수학교와 95개 특수학급에 근무하는 특수교사를 교사연수 시 편의군집 표집하였다. 설문지를 통해 자료를 수집하고, 기술통계와 두 독립표뵨 t 검증을 적용하여 분석한 연구결과는 다음과 같다. 첫째, 특수교사는 협력적 중재접근의 필요성을 인식하였으며, 협력적 중재접근이 가장 많이 실시되는 협력 유형은 조정과 자문이었다. 둘째, 특수교사는 학교관리자 및 일반교사와 가장 빈번히 협력하였다. 특수학교 교사는 학교관리자, 언어치료사, 물리치료사 순으로 협력의 효과를 긍정적으로 인식하고 있는 반면에, 특수학급 교사는 일반교사, 학교관리자, 언어치료사 순으로 협력의 효과를 긍정적으로 인식하고 있었다. 셋째, 특수학교 교사는 서로의 전문 분야에 대한 무지를, 특수학급 교사는 협력적 중재접근을 실시하기 위한 시간 부족을 가장 심각한 방해요인으로 인식하고 있었다. 넷째, 특수교사는 효과적인 협력적 중재접근의 개선방안으로서 행정적 및 재정적 지원이 가장 필요하다고 인식하고 있었다. 다섯째, 장애학생의 부모를 협력적 중재접근에 포함시키기 위한 전략으로서 특수교사는 정기적이고 체계적인 부모교육이 가장 필요하다고 인식하였다. 여섯째, 협력적 중재접근을 더 많이 실시하는 특수교사가 협력적 중재접근의 효과를 더 긍정적으로 인식하였다. 후속연구를 위한 제언과 교육현장을 위한 시사점에 대해 논의하였다.
Abstract
The purpose of the study was to investigate special education teachers' perceptions on collaborative intervention approach for students with disabilities, and to figure out the differences between the perceptions of special education teachers in special schools and those of special education teachers in special classes. Data were collected through questionnaires from 112 special education teachers in special schools and 89 special education teachers in special classes. The results were as follows: First, special education teachers realized the importance of collaborative intervention approach. Second, special education teachers collaborated with school principals and general education teachers the most frequently. Third, the barriers against collaborative intervention approach were the lack of understanding other disciplines and lack of time. Fourth, administrative and financial supports were needed most for improving collaborative intervention approach. Fifth, regular and systematic parent education was required for encouraging the parents of students with disabilities to involve in collaborative intervention approach. Lastly, the special education teachers who were more involved in collaborative intervention approach had more positive perceptions on the effectiveness of collaborative intervention approach. Suggestions for future studies and implications for schools were discussed.
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