장애위험 영유아에 대한 보육실태 및 통합교육 인식: 일반 어린이집 보육교사를 중심으로

Abstract

This study examines the childcare practices and perceptions of inclusive education for infants and toddlers at risk of disabilities, targeting 439 daycare teachers working in general daycare centers nationwide. The research was conducted from May to September 2023, and the findings are as follows. First, the majority of the participating daycare teachers had experience caring for infants and toddlers at risk of disabilities. Typically, there was one such child per class, with most showing developmental delays in the areas of language and communication. The number of children at risk of disabilities was observed to be increasing, and they were primarily identified through direct observation at the daycare centers. Second, the teachers have reported that they often consult with the director, senior staff, or fellow teachers at the center where they work when encountering a child suspected to be at risk of disabilities. The primary reason for not being able to take action despite identifying a child at risk of disabilities was conflicts with the parents. Many teachers reported experiencing difficulties and stress while caring for such children and that the high teacher-to-child ratio posed challenges in providing individualized care for children at risk of disabilities. Third, while daycare teachers demonstrated a generally positive perception of inclusive education for children at risk of disabilities, their satisfaction with its implementation was not high and, in some cases, negative. For those who had negative perceptions, a major concern regarding inclusive education was the potential disadvantage to non-disabled children when excessive attention was given to children at risk of disabilities. The study highlighted the need for assistance in developing basic life habits, language, and communication skills to support inclusive education. Furthermore, the study proposed the necessity of linking efforts with families, enhancing teacher expertise, improving the physical environment, providing special education training, and securing support from external experts.