가족 중심의 유아특수교육: 장애영유아 가족의 가족지원에 관한 경험과 요구
Family-Centered Early Childhood Special Education: Experiences and Needs of Families of Young Children with Disabilities Regarding Family Support
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참고문헌
초록
본 연구는 장애영유아 가족이 장애영유아를 양육하고 교육하는데 있어 가족의 참여를 지원하는 것은 가족에게 여러 가지 긍정적 효과가 있다는 선행 연구 결과에 기초하여, 우리 나라 장애영유아 가족의 가족지원에 관한 경험과 요구를 알아봄으로써 향후 우리 나라 장애영유아 가족지원 정책과 실제에 도움이 되는 기초 자료를 제공하는 것이 목적이었다. 이러한 연구 목적을 달성하기 위해 다양한 유아특수교육기관에 다니고 있는 장애영유아의 어머니 18명을 대상으로 면담을 실시하였다. 면담 자료는 연구 문제 및 관련 문헌분석 결과에 기초하여 연구자가 사전에 개발한 (1) 장애영유아와 가족의 특성, (2) 매일 매일의 일과, (3) 장애영유아가 가족에게 미치는 영향, (4) 장애영유아가 받고 있는 지원과 서비스, (5) 장애영유아 가족의 지원망, (6) 가족지원에 대한 가족의 요구에 따라 질적으로 분석되었다. 주제별로 분석된 장애영유아의 경험과 요구는 기술적 관점에서 묘사되었다. 본 연구 결과에 기초하여 향후 우리 나라 장애영유아 가족지원 정책과 실제의 발전을 위해 요구되는 노력 중 유아특수교육기관의 교사와 정책 입안가의 노력에 초점을 두어 논의하였으며, 마지막으로 앞으로 이루어져야 할 연구 과제를 제안하였다.
Abstract
Recent studies have found that supporting the participation by families of young children with disabilities in caregiving and education has a positive effect on those families. This study seeks to understand the experiences and needs of those families with regard to family support in order to provide appropriate materials to facilitate policies and practices of family support in Korea. Interviews were conducted with eighteen Korean mothers of young children with disabilities attending various institutions for early childhood special education. Collected data from the interviews were analyzed according to six themes developed prior to the interviews, based on the study questions and a review of related literature. The themes include (1) characteristics of young children with disabilities and their families, (2) daily routines, (3) influences of young children with disabilities on their families, (4) supports and services which young children with disabilities receive, (5) support networks of families of young children with disabilities, (6) perceived needs of families of young children with disabilities. Based on the findings, the study discusses what efforts teachers in the area of early childhood special education and policy-makers can make in order to improve family support policies and practices. Finally, future research tasks related to support for participating families in the caregiving and education of young children with disabilities are suggested.
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