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특수체육 지도현장에서 발생하는 장애아동 학대의 원인과 전개과정 탐색

A Study on Child Abuse of Children with Disabilities in Adapted Physical Education

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국민체육진흥공단 한국스포츠과학원 (Korea Institute of Sport Science)|2024.09|체육과학연구 (Korean Journal of Sport Science)|제35권 제3호|pp. 452-465

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근거이론Grounded theory학대장애아동특수체육지도자Child abuse of children with disabilitiesAdapted physical education
주제분류체육

초록

[목적] 본 연구는 특수체육 지도현장에서 발생하는 장애아동 학대현상에 대한 이론을 도출하기 위해 수행되었다. 연구방법은 질적 연구의 전통을 바탕으로 구성주의 패러다임에 근거하여 수행되었다. [방법] 질적 연구 방법 중 근거이론 연구(Strauss & Corbin, 1998)로써 이론적 표본추출을 통해 모집된 특수체육지도자 20명과 반구조화된 면담을 통해 연구자료를 수집하였다. 자료 분석은 개방코딩, 축 코딩, 선택코딩의 순서로 이루어졌고, 이 과정에서 단계적, 순환적, 귀납적으로 자료를 분석하였다. [결과] 첫째, 특수체육 지도현장에서 발생하는 장애아동 학대의 직접적인 원인이 되는 인과적 조건은 지도자와 보호자의 장애아동에 대한 왜곡된 인식과 발달장애 아동의 개인적 취약성인 것으로 드러났다. 둘째, 특수체육 지도현장에서발생하는 장애아동 학대의 배경인 맥락적 조건으로는 보호자의 부당한 요구에 의한 지도자의 부담과 지도자의 성장배경 그리고 폐쇄적 환경구조에 의해 조성된 지도현장을 지배하는 억압적 분위기인 것으로 나타났다. 셋째, 장애아동 학대의 유형은 장애아동에 대한 지도자 개인의 왜곡된 관점에 의한 능동적 학대와 보호자의 부당한 요구에 의한 수동적학대, 그리고 지도현장의 구조적 문제에 기인한 수동적 학대로 나뉠 수 있었다. 넷째, 각각의 다른 특성들로 구별될 수있는 특수체육 지도현장에서의 장애아동 학대는 동료지도자와 보호자의 긍·부정적 관여와 지도현장의 구조적 소외 정도에 따라 지도자의 내적 갈등과 자기반성에 영향을 미치게 되어 ‘존중형’, ‘희생형’, ‘회피형’, ‘정당화형’이라는 총 네가지의 유형으로 분화되어 전개되었다. [결론] 본 연구는 국내 특수체육지도현장에서 발생하는 장애아동 학대 문제 현상을 근거이론화하였으며, 이를 통해 생성된 이론은 인권친화적인 특수체육지도 현장을 설계하는데 필요한 전략을 수립하는데 기여할 수 있을 것으로 기대된다.

Abstract

PURPOSE This study aimed to develop the theory of child abuse of children with disabilities in Adapted Physical Education (APE). METHODS A grounded theory study was conducted based on a constructivist approach. Data were collected via in-depth interviews. Participants were 20 instructors selected based on theoretical sampling. The collected data were analyzed in the order of open coding, axial coding, and selective coding. RESULTS First, the direct causal conditions of abuse of children with disabilities in APE were the instructors’ and guardians’ distorted perception towards the disabled children along with the individual vulnerability of children with developmental disabilities. Second, the contextual conditions that form the background of the abuse of children with disabilities in APE included the burden of the instructor due to the unjust demands of the guardian of the child, the growth background of the instructor, and the repressive atmosphere of APE. Third, abuse of children with disabilities can be divided into three types: ‘active abuse’ based on the instructor’s distorted viewpoint of the child with a developmental disability, ‘passive abuse’ due to the unjust demands of the guardian, and ‘passive abuse’ due to the structural problems in the APE field. Fourth, the abuse of children with disabilities in APE, which can be distinguished by different characteristics, affects the instructor’s inner conflict and self-reflection. CONCLUSIONS This study approached the phenomenon of abuse of children with disabilities in Korean adapted physical education as a grounded theory, and the theory generated is expected to contribute to the establishment of strategies necessary to design adapted physical education in keeping with human rights

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