중증장애인을 위한 근로지원인 역할인식과 양성교육 방향에 관한 연구

Abstract

This study aims to explore the role perception of Job support Assistant and the implications and suggestions for improving training programs for both Job support Assistant and their users. The study conducted Focus Group Interviews (FGI) using a non-face-to-face video conference platform targeting job support service users (parents) and Job support Assistance. After the interviews, content analysis was performed to extract sub-themes and describe their implications. The main findings of the study are two-fold. First, Job support service users expect Job support Assistant to function and play roles based on the perspective of 'support' for on-site adaptation and skill development, and a sense of collegiality. They demand education that considers the type and characteristics of disabilities, age-appropriate systematic training for field practice, and improvements to crisis management and refresher training curricula. Second, Job support Assistant understand their functions and roles as helping with workplace adaptation and maintenance, improving the quality of life, and supporting growth as a member of the community. They indicated a need for training that includes understanding disability types and characteristics with sensitivity, support for fieldwork, and education on the latest assistive technologies. The study suggests several recommendations based on the results, including improving job support workers' sensitivity to disabilities and strengthening their identity concerning their role, developing age-appropriate and crisis management training, specific and diverse job support worker training programs, enhancing self-management of Job support Assistant, understanding various job responsibilities, improving educational methodologies, and reconsidering the reduction of required training hours from an institutional perspective.