특수교사의 의사소통장애에 대한 인식과 의사소통장애아동의 교육지원 요구 조사
A Survey of Perceptions about Communication Disorders and Demands for supports in Special Educators
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이 연구는 특수교사의 의사소통장애에 대한 이해와 의사소통장애아동의 교육 지원을 위한 요구를 알아보고 이를 통해 의사소통장애아동에 대한 효과적인 교육적 지원을 위한 기초 자료를 제공하고자 하였다. 이를 위해 광주광역시와 전라남도, 전라북도에 근무하고 있는 유치․ 초․ 중등 특수교사 99명을 대상으로 설문조사를 실시하였다. 수집된 자료를 분석한 결과는 첫째, 특수교사의 의사소통장애 관련 연수 현황, 둘째, 특수교사의 의사소통장애에 대한 인식과 지식정도, 셋째, 특수교사의 의사소통장애아동 교육을 위한 지원 요구를 중심으로 살펴보았다. 이러한 결과에 따라 각각의 시사하는 바를 특수교사의 의사소통장애에 대한 이해 정도와 교육적 지원에 대한 현장의 요구 등의 측면에서 논의를 하였다.
Abstract
The purpose of this study was to investigate the understanding about communication disorders and the demands for supports in special educators. Respondents were 99 special education teachers from the school in Gwangju, Cheonnam, and Cheonbuk province. The survey instruments was developed by researchers based on the literature and feedback from related professionals. The results of this study were as follows. First, special educators thought that they had a little chance to attend the training programs of communication disorders. Second, they had many difficulties to understand the children with communication disorders in their class situation, and they solved problems by the discussion with the specialists. They thought that it is needed to co-work with speech-language pathologists in the school environments and they thought that the screening tests of communication disorders and AAC are needed. They thought that they knew well about the developments level of child, but didn't know well about the information of local clinics. There was no significant difference in the correct knowledge about the students who need special education in th special education law among each groups divided by the age, career, attendance of training program. Third, special educators thought that the professional knowledge is most important in their practice.
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