발달장애인 대학 입학과 생활에 관한 대학교수의 인식 연구
A Study on Instructors’ Awareness Concerning College Admission and Life for People with Developmental Disabilities
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초록
연구목적: 본 연구의 목적은 발달장애인의 대학 입학에 관한 대학교 교수의 인식을 파악하여 발달장애인의 대학 입학의 진학률을 제고하는 방안을 모색하고자 하였다. 연구 문제로 교수의 발달장애인의 대학 입학 인식, 교육 및 학습 활동 인식, 교육활동 및 대학 생활 지원에 대한 의견을 파악하고자 하였다. 연구방법 :연구 방법으로 발달장애인의 교육 경험이 있는 대학교수 6명을 연구 참여자로 하여 반구조화된 심층면접을 실시하여 분석하였다. 연구결과: 분석 결과, 첫째, 발달장애인에 대한 대학 입학의 인식은 긍정적인 교수도 있었으나 학업 성취가 어려울 것이라는 인식으로 별도의 학과를 구성하여 대학에 입학할 수 있다는 인식이 많았다. 둘째, 교육 및 학습 활동의 인식은 발달장애인의 학업의 어려움으로 대학 생활에 다양한 어려움을 겪을 것으로 인식하고 있었다. 셋째, 교육활동 및 대학 생활 지원은 발달장애 학생이 비장애 학생과 함께하는 강좌에서는 학업을 성취할 수 없다는 관점에서 별도의 학과 편성, 발달장애 학생 교육지침 및 규정 제정, 교수 지원 인프라 구축, 지원인력 등 다양한 지원을 요구하였다. 결론: 이러한 결과에 따라 발달장애 학생의 대학 입학은 비장애 학생과 학업 성취의 격차를 인정하는 관점에서 방안을 모색할 필요가 있었다.
Abstract
Purpose: The purpose of this study was to explore measures designed to improve the admission rate of people with developmental disabilities by identifying the awareness of college professors concerning admission of those with developmental disabilities. As a research question, it aimed to understand the opinions of professors toward the awareness concerning college admission of people with developmental disabilities, awareness of education and learning activities, and support for educational and college activities. Method: For a study method, unstructured in-depth interviews were conducted with six college professors with experience in teaching people with developmental disabilities as research participants.For a study method, unstructured in-depth interviews were conducted with six college professors with experience in teaching people with developmental disabilities as research participants. Results: As a result of the analysis, first, there were professors with positive perspectives toward college admission for people with developmental disabilities. However, there were also negative perspectives where a separate department needed to be established to admit them to the school. Second, with respect to their awareness toward educational and learning activities, professors perceived that people with developmental disabilities are bound to go through various difficulties during college activities due to difficulty in learning. Third, with regard to support for educational and college activities, diverse methods of support were demanded, including formation of a separate department, enactment of educational guidelines and regulations for students with developmental disabilities, construction of infrastructure supporting professors and workforce, based on a perspective that students with developmental disabilities will not be able to achieve much academically within lectures taken together with students without disabilities. Conclusion: According to these results, necessary measures need to be explored from the perspective that the difference in academic achievements between students with and without disabilities ought to be acknowledged.
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