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유아특수교육 기관의 개별화교육프로그램 운영실태및 개선 방안

An Evaluation of Individualized Education Programs in Early Childhood Special Education Setting

전병운|홍은숙|조광순|박혜준
국립특수교육원 (National Institute of Special Education)|2005.06|특수교육연구 (Journal of Special Education)|제12권 제1호|pp. 339-370

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참고문헌

키워드

IEP개별화교육프로그램개별화교육계획유아특수교육Early Childhood Special Education개별화교육운영위원회IEP Team

초록

본 연구에서는 유아특수교육교사 8명과의 심층면담과 30개의 IEP 문서 분석을 통해, 특수교육진흥법 상의 규정과 유아특수교육 추천 실제에 따른 IEP의 질적 수준을 알아보았다. 연구결과 특수학급 교사의 경우 유치원 교육과정과의 연계가 부족한 IEP를 작성하여 운영하고 있으며, 개별화교육운영위원회는 실질적으로 소집되지 못하고 있고, IEP의 과정에 보호자의 참여 정도는 미미한 것으로 나타났다. 대부분의 IEP 내용은 유아의 현 수행수준에 근거한 장ㆍ단기 목표의 기술을 제외하고는 상당히 형식적이고 제한적이어서 IEP 운영에 도움을 주지 못하고 있는 것으로 나타났다. 그러나 특수교육진흥법 상에 규정되어 있지는 않지만 실제 현장에서는 가족지원이 다양한 방식으로 이루어지고 있으며, 다학문적 팀의 구성과 구성원들 간의 협력은 교사에 따라, 또는 기관에 따라 큰 차이가 있는 것으로 나타났다. 일반 유치원 프로그램의 일일 계획안과 IEP와의 연계, 발달적 교육과정과 유치원 교육과정과의 연계, 목표의 수정, 개별화교육운영위원회의 협력적 참여, 객관성 있는 수행 평가 면에서 유아특수교육교사들은 어려움을 나타내 보였으며, IEP 작성과 운영에 따른 문제를 해결하기 위해서는 무엇보다도 표준화된 IEP 양식 또는 구조화된 IEP와 평가준거의 예가 제시된 IEP 모델이 필요한 것으로 교사들은 제안하고 있다.

Abstract

Various research has identified a number of problems with individualized education program (IEP) development and implementation among schools, including a lack of adequate teacher training, poorly developed team processes, minimal coordination with general education, and failure to develop measurable goals and objectives to evaluate child achievements. The purpose of this study was to evaluate the quality levels of IEPs implemented in early childhood special education (ECSE) settings based on recommended ECSE practices and requirements of the Korean Special Education Enhancement Act. Through an in-depth focus group interview with eight ECSE teachers from eight different programs and an analysis of 30 IEPs, the study investigated: 1) how regulations on IEP development and implementation of the Special Education Enhancement Act, specifically regulations on IEP team organization and implementation, parent participation, and IEP contents, are interpreted in ECSE programs; 2) how ECSE program professionals collaborate with families and how family supports are provided; 3) how a multidisciplinary approach is put into practice and effective levels of collaboration among IEP team members; 4) ECSE teacher suggestions for solving problems with IEP development and implementation, and for improving practices. The results indicate that special education classroom teachers of regular kindergarten programs develop and implement IEPs that are irrelevant to their curricular. IEP procedural deficits were found in the area of team process. It was found that the ECSE programs lack a multidisciplinary team approach when developing and implementing IEPs. Overall, parental participation was not ensured even though regulations require IEP teams to include parental requests in IEPs and implement their signed IEPs. Key personnel such as regular early childhood education teachers and therapists were found to be absent from IEP meetings. However, differences were found among the programs in the team process. Programs specialized only for young children with disabilities demonstrated higher levels of team approaches than those of ECSE programs in special schools and regular kindergartens. In this study, limited content of IEPs were found to be developed for young children with disabilities. IEP goals and objectives analyzed in this study were shown to be generally adequate, showing that children's levels of performance information and annual goals were congruent and that measurable goals and objectives were developed. During the in-depth interview, it was learned that ECSE teachers provide support to children and families, coordinating services in the community for children with disabilities. The results of this study also show that ECSE teachers in regular kindergarten programs have difficulties in linking IEP goals with their daily instructional plans as well as linking their general curriculum with developmental goals for young children with disabilities. Overall, teachers in this study demonstrated difficulties with modification of IEP goals, facilitating collaborative IEP team participation, and objective monitoring of IEP goals. They suggest that standards for IEP and structured IEP forms be developed. They also suggest that model IEPs be introduced by school districts. The findings of this study suggest that: 1) specific IEP procedures need to be mandated through special education laws and regulations in order to facilitate and monitor team approaches when developing and implementing IEPs in ECSE settings; 2) a coordinated service system is needed to provide comprehensive services to young children with special needs and their families; 3) there is an urgent need for comprehensive curriculum-based assessment tools that reflect various developmental aspects as well as diverse special needs and suggest assessment guidelines; 4) it is important to provide strong pre-service teacher education programs as well as in-service workshops for teachers in order to develope skills in developing meaningful IEP goals and objectives linked to curriculum and daily classroom routines; and 5) IEP model development research should be facilitated.

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