학교 언어재활사의 근무 경험과 요구

Abstract

[Purpose] The purpose of this study was to explore the work experiences, treatment experiences, and needs of school-based speech-language pathologists (SLPs) employed by the Office of Education. [Method] In-depth individual interviews with six school-based SLPs in Chungnam was conducted. [Results] The study identified two main categories, seven subcategories, and 28 semantic units. First, participants became SLPs through various opportunities and career pathways. While they had positive perceptions of their work environment, job responsibilities, services, and welfare benefits, they felt that their salaries and professional recognition were insufficient. They also identified challenges in their treatment environment, including a lack of adequate treatment spaces, teaching materials, limited treatment hours, and difficulties in adjusting schedules. Cooperation with special education teachers varied depending on individual teacher dispositions. Second, participants emphasized the need for improved working conditions, including professional recognition and respect, fair salary adjustments, qualification-based compensation, and reasonable reimbursement for travel expenses. They also highlighted the necessity of training programs to enhance understanding of the school environment and disabilities, as well as the need for an equal work structure comparable to that of teachers. [Conclusion] To improve the treatment environment, participants expressed the need for dedicated treatment spaces, appropriate teaching materials, and securing at least two treatment sessions per week. Additionally, they advocated for diverse treatment formats beyond one-on-one sessions and the establishment of professional learning communities for sharing expertise. Lastly, participants called for an increase in the number of school-based SLPs to enhance treatment effectiveness and allow for dedicated research time.