보육교사의 장애위험 영유아 조기발견 및 조기개입 과정에 대한 사례 연구
Case Study of Daycare Teachers’ Child Find and Early Intervention Process for Young Children at Risk
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초록
본 연구의 목적은 질적 연구를 통해 보육교사가 장애위험 영유아를 발견하는 과정과 발견 후 조기개입으로 연계하기까지의 과정을 두 사례를 통해 알아보고자 하였다. 이를 위해 본 연구에서는 목적표집을 통해 장애위험 영아 1명, 장애위험 유아 1명, 그리고 각 담임교사가 참여하였다. 연구자는 자료 수집을 위해 교사로부터 장애위험 영유아의 발달평가와 현장관찰, 부모상담 기록지 등을 제공받았으며, 담임교사와 두 차례에 걸쳐 심층면담을 실시하였다. 그 결과, 조기발견 과정, 조기개입 과정, 부모와의 의사소통 및 협력, 지속적 지원의 어려움에 대해 분석하였다. 먼저, 조기발견 과정에는 교사의 일상에서의 경험과 세심한 관찰을 통해 이루어졌으며, 이전 담임교사로부터 받은 정보가 도움 되었다고 하였다. 둘째, 조기개입 과정에서는 부모와 교사 간에 발달적 요구에 대한 우선순위가 달랐고, 부모의 장애 진단에 대한 부정적 태도와 자녀의 발달적 특징에 맞는 적절한 치료 선택 부족에 대해 보고하였다. 셋째, 조기발견과 조기개입 과정에서 교사는 부모와 의사소통과 협력을 시도하였는데, 장애나 장애위험에 대한 부모의 부정적 태도와 수용거부, 자녀의 발달에 대한 이해 부족, 부모의 지원 시스템의 제한에 대해 언급하였다. 마지막으로 지속적 지원의 어려움으로 전체 학급 운영으로 인한 장애위험 영유아에게 집중하기 어려운 상황, 지원 인력의 부재, 대상 영유아의 전환 즉 유아반, 초등학교 진학으로 인한 변화를 보고하였다.
Abstract
The purpose of this study was to report qualitative investigation of teachers’ experiences of child find and early intervention process for young children at risk. The study used a purposed sampling method and the participants were a toddler at risk, a preschooler at risk, and their teacher. In order to collect data, the researcher was provided developmental assessments, observation reports, parent counseling reports, and so on from teachers and had two times of in-depth interview with teachers. The findings of this study in the following. First, teachers reported that they could find their children at risks through daily experiences and sensitive observations and also with information from previous teachers of the children. Second, during the process of providing early intervention teachers found that they had different priorities on developmental needs of the child from parents, parents’ negative attitudes on diagnosis, and lack of choice for appropriate supports and services. Third, during the process of child find and early intervention, the teachers tried to communicate developmental difficulties and concerns with parents and collaborate with them. Through these experiences, teachers mentioned parents’ negative attitudes and no acceptance of their child’s developmental risks, lack of parents’ understanding of their child’s developments, and lack of support systems. Finally, teachers reported that they had difficulties with consistent supports for the children at risks because they have limitation of focusing on the child at risk due to the whole class management, lack of support personnel, and children’s different situations due to transitions such as moving on to preschool class and entering elementary school.
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