본문 바로가기
KERD
논문KCI 등재

자폐 범주성 장애 학생을 지도하는 교사 대상 교사교육 연구 동향 및 분석

Trends and Analysis on Teacher Education Research in Autism Spectrum Disorder

홍경|이소현
한국교원교육학회 (The Korean Society For The Study Of Teacher Education)|2021.09|한국교원교육연구 (The Journal of Korean Teacher Education)|제38권 제3호|pp. 29-57|DOI 10.24211/tjkte.2021.38.3.29

0

조회

0

다운로드

5

인용

0

참고문헌

키워드

Literature Review교사교육Autism Spectrum Disorder문헌연구자폐 범주성 장애Teacher Education교사 전문성 향상Teacher’s Professional Development
주제분류교육학

초록

자폐 범주성 장애 학생이 증가함에 따라, 교육 현장에서도 이들에게 적절한 지원을 제공해야할 필요가 증가하고 있다. 특히, 이들의 가장 가까이에서 교수적 지원을 제공하는 교사의 자질은 자폐 범주성 장애 학생의 성과에 결정적 영향을 미치므로 지속적인 교사 재교육을 통한 역량 강화가 필요하다. 이에 본 연구에서는 자폐 범주성 장애 학생을 가르치는 교사에게 교사교육을 실시하고 효과를 살펴본 14편의 실험연구를 중심으로, 교사교육 연구의 전반적 동향, 교사교육의 특성, 연구의 질적 수준을 분석하였다. 분석 결과 자폐 범주성 장애 학생을 지도하는 교사 대상 교사교육은 유·초등 특수교사를 중심으로 실시되고 있었으며, 개별 교수 전략에 대한 내용으로 주로 이루어지고 있음을 알 수 있었다. 또한 교사교육은 개별, 오프라인 형태로 이루어지는 경우가 많았으며, 다수의 연구에서 추후지도도 함께 이루어지고 있었다. 하지만 교사교육에서 자폐 범주성 장애 학생의 독특한 특성에 대한 내용을 직접적으로 포함하고 있는 연구는 3편에 불과했으며, 교사교육 후 학생의 성과를 함께 측정한 연구 역시 3편밖에 없었다. 분석 결과에 기반하여, 자폐 범주성 장애 학생을 가르치는 교사 대상 교사교육의 발전을 위한 시사점과 향후 연구가 나아갈 방향에 대해 논의하였다.

Abstract

The qualification and quality of teachers who teach students with Autism Spectrum Disorder(ASD) is critical for outcomes of students with ASD. So empowerment of teachers through continuous teacher education is significant. The current study systematically reviewed 14 experimental studies examining the effects of teacher education for teachers who provide educational support to students with ASD, analyzed the characteristics of a teacher education intervention for teachers who teach students with ASD, and quality of studies. The results indicated that teacher education for teachers who teach students with ASD was mainly carried on special education teachers in preschool and elementary schools and mainly focused on the Focused Intervention(FI). Teacher education was usually conducted individually and offline, and post-training was also offered in many studies. However, only three studies directly included the contents about characteristics of students with ASD, and only three studies also measured the outcome of students after teacher education. As a result of analyzing the quality of studies, the level of implementation fidelity and intervention agent was low. Based on the analysis result, implications of our findings and recommendations for future research for the development of teacher education for teachers who teach students with ASD were discussed.

참고문헌 (69)

  1. 특수교육 연차보고서, "교육부", 교육부, ~ (2013)
  2. 특수교육 연차보고서, "교육부", 교육부, ~ (2020)
  3. 강한나, "유치원 교사 원격연수의 인식과 실태 및 요구도 조사 : 부산 울산 경남지역을중심으로", 어린이미디어연구, 5(1), pp.17~37 (2006)
  4. 김선희, "유치원 교사의 전문성 발달을 돕는 멘토링의 효과", Human Ecology Research, 48(9), pp.69~78 (2010), 대한가정학회
  5. 김영준, "교사교육을 통한 특수교사의 자폐성 장애학생을 위한 지역사회참조 교수프로그램 개발 및 적용 효과 사례", 정서·행동장애연구, 30(1), pp.47~81 (2014), 한국정서행동장애학회
  6. 김현수, "유치원 교사의 유아 문제행동 지도: 지도 현황과 현직교육의 필요성 인식 및 요구", 한국아동심리치료학회지, 9(2), pp.57~81 (2014), 한국아동심리치료학회
  7. 박계신, "유치원 교사의 자폐성 장애에 대한 지식과 자폐성 장애유아 통합교육에 대한 인식", 정서·행동장애연구, 29(3), pp.261~291 (2013), 한국정서행동장애학회
  8. 신현석, "교원연수제도의 문제와 개선에 대한 역사적 신제도주의적 분석", 교육문제연구, (32), pp.167~192 (2008), 교육문제연구소
  9. 이소현, "자폐 범주성 장애의 조기발견 및 조기개입의 역할 및 과제", 유아특수교육연구, 9(1), pp.103~133 (2009), 한국유아특수교육학회
  10. 이소현, "자폐 범주성 장애 아동을 위한 증거 기반의 실제 적용의 현황 및 과제", 2014 Ewha Annual Conference on ASD: 자폐 범주성 장애 아동을 위한 증거 기반의 실제, pp.5~22 (2014), 이화여자대학교 Global Top 5 프로젝트
  11. 이소현, "특수아동교육" (2011), 학지사
  12. 이소현, "자폐 범주성 장애 학생을 위한 증거 기반의 실제 탐색: 국내 연구에 대한 질적지표 분석을 중심으로", 자폐성장애연구, 17(3), pp.1~28 (2017), 한국자폐학회
  13. 자폐성 장애 특성을 반영한 특수교육 프로그램 개발연구, "이소현", 인천광역시교육청, ~ (2016)
  14. 이소현, "자폐 범주성 장애 학생의 특성 및 교수방법에 대한 특수교사의 인식 및 지원 요구", 특수교육학연구, 49(3), pp.195~217 (2014), 한국특수교육학회[DOI]
  15. American Psychiatric Association, "Diagnostic and statistical manual of mental disorders" (2013), American Psychiatric Publishing
  16. Artman-Meeker, K., "Applying an evidence-based framework to the early childhood coaching literature", Topics in Early Childhood Special Education, 35(3), pp.183~196 (2015)
  17. Attwood, T., "Learners on the autism spectrum: Preparing highly qualified educators", pp.32~57 (2014), AAPC Publishing
  18. Barned, N., "Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder", Journal of Early Childhood Teacher Education, 32(4), pp.302~321 (2011)
  19. Billingsley, B., "Supporting new special education teachers", Teaching Exceptional Children, 43(5), pp.20~29 (2011)
  20. Constable, S., "Meeting the common core standards for students with autism : The challenge for educators", Teaching Exceptional Children, 45(3), pp.6~13 (2013)
  21. Cook, B., "Council for Exceptional Children : Standards for evidence-based practices in special education", Teaching Exceptional Children, 46(6), pp.206~212 (2014)
  22. Corkum, P., "Professional development needs for educators working with children with autism spectrum disorders in inclusive school environment", Exceptionality Education International, 24(1), pp.33~47 (2014)
  23. CEC initial level special educator preparation standards, "Council for Exceptional Children", Council for Exceptional Children(CEC), ~ (2012)
  24. Engelstad, A. -M., "Early achievements for education settings : An embedded teacher-implemented social communication intervention for preschoolers with autism spectrum disorder", Perspectives of the ASHA Special Interest Groups, 5(3), pp.582~601 (2020)
  25. Feiman-Nemser, S., "What new teachers need to learn", Educational Leadership, 60(8), pp.25~29 (2003)
  26. Finch, K., "Teacher needs for educating children with autism spectrum disorders in the general education classroom", Journal of Special Education Apprenticeship, 2(2), pp.1~25 (2013)
  27. Fombonne, E., "The prevalence of autism", Journal of the American Medical Association, 289, pp.87~89 (2003)
  28. Fraser, D. W., "Using a Mixed-reality environment to train special educators working with students with autism spectrum disorder to implement discrete trial teaching", Focus on Autism and Other Developmental Disabilities, 35(1), pp.3~14 (2020)
  29. Friend, M., "Interactions: collaboration skills for school professionals" (2010), Pearson
  30. Garland, K. V., "Efficacy of individualized clinical coaching in a virtual reality classroom for increasing teachers’ fidelity of implementation of Discrete Trial Teaching", Education and Training in Autism and Developmental Disabilities, 47, pp.502~515 (2012)
  31. Giannopoulou, I., "Raising Autism Awareness among Greek Teachers", International Journal of Disability, Development and Education, 66(1), pp.70~81 (2019)
  32. Hannum, W., "Web-based instruction", pp.101~106 (2001), Educational Technology Publications
  33. Hendircks, D., "Special education teachers serving students with autism : A descriptive study of the characteristics and self-reported knowledge and practices employed", Journal of Vocational Rehabilitation, 35(1), pp.37~50 (2011)
  34. Hsiao, Y. J., "Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students with Autism Spectrum Disorders", Teacher Education and Special Education, 42(3), pp.193~208 (2019)
  35. Keen, D., "Replacing prelinguistic behaviors with functional communication", Journal of Autism and Developmental Disorders, 31, pp.385~398 (2001)
  36. Kim, Y. S., "Prevalence of autism spectrum disorders in a total population sample", American Journal of Psychiatry, 168(9), pp.904~912 (2011)
  37. Kim, Y. S., "A comparison of DSM-IV pervasive developmental disorders and DSM-5 autism spectrum disorder prevalence in an epidemiologic sample", Journal of American Academy of Child & Adolescent Psychiatry, 53, pp.500~508 (2014)
  38. Knobloch, N, A., "Novice teachers’ perceptions of support, teacher preparation quality, and student teaching experience related to teacher efficacy", Journal of Vocational Education Research, 27(3), pp.331~341 (2002)
  39. Koegel, L., "Interventions for children with autism spectrum disorders in inclusive school settings", Cognitive and Behavioral Practice, 18(3), pp.421~588 (2011)
  40. Koegel, R. L., "Assessing and training teachers in the generalized use of behavior modification with autistic children", Journal of Applied Behavior Analysis, 10(2), pp.197~205 (1977)
  41. Lewis, R. B., "Teaching students with special needs in general education classrooms", pp.289~ (2011), Pearson Education, Inc
  42. Machalicek, W., "Training Teachers to Assess the Challenging Behaviors of Students with Autism Using Video Tele-Conferencing", Education and Training in Autism and Developmental Disabilities, 45(2), pp.203~215 (2010)
  43. Maenner, M. J., "Prevalence of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States, 2016", MMWR Surveillance Summaries, 69(4), pp.1~ (2020)
  44. Morgan, L., "Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder", Journal of Consulting and Clinical Psychology, 86(7), pp.631~644 (2018)
  45. National Research Council, "Educating children with autism" (2001), National Academy Press
  46. Odom, S. L., "Evaluation of comprehensive treatment models for individuals with autism spectrum disorders", Journal of Autism and Developmental Disorders, 40(4), pp.425~436 (2010)
  47. Pas, E. T., "Reducing behavior problems among students with autism spectrum disorder : Coaching teachers in a mixed-reality setting", Journal of Autism and Developmental Disorders, 46(12), pp.3640~3652 (2016)
  48. Pelletier, K., "Effect of video self monitoring on procedural integrity", Behavioral Interventions, 25, pp.261~274 (2010)
  49. Pennington, R. C., "An IEP for me : Program improvement for rural teachers of students with moderate to severe disability and autism spectrum disorder", Rural Special Education Quarterly, 36(3), pp.146~154 (2017)
  50. Probst, P., "Brief Report : Outcomes of a Teacher Training Program for Autism Spectrum Disorders", Journal of Autism and Developmental Disorders, 38(9), pp.1791~1796 (2008)
  51. Ravet, J., "‘But how do I teach them?’ : Autism & initial teacher education(ITE)", International Journal of Inclusive Education, 22(7), pp.714~733 (2018)
  52. Ryan, C. S., "Post-training Discrete-Trial Teaching Performance by Instructors of Young Children with Autism in Early Intensive Behavioral Intervention", Behavior Analyst Today, 6(1), pp.1~12 (2005)
  53. Sarokoff, R. A., "The effects of behavioral skills training on staff implementation of discrete-trial teaching", Journal of Applied Behavior Analysis, 37(4), pp.535~538 (2004)
  54. Scheurmann, B., "Problems with personnel preparation in Autism Spectrum Disorders", Focus on Autism and Other Developmental Disabilities, 18, pp.197~206 (2003)
  55. Shyman, E., "Teacher education in autism spectrum disorders : a potential blueprint", Education and Training in Autism and Developmental Disabilities, 47(2), pp.187~197 (2012)
  56. Simpson, R. L., "Finding effective intervention and personnel preparation practices for students with autism spectrum disorders", Exceptional Children, 70(2), pp.135~144 (2004)
  57. Simpson, R. L., "Children and youth with autism spectrum disorders : The search for effective methods", Focus on Exceptional Children, 40, pp.1~15 (2008)
  58. Simpson, R. L., "Social skills success for students with Asperger syndrome and high-functioning autism" (2018), Corwin Press
  59. Simpson, R. L., (2010), 시그마프레스
  60. Snyder, J., "The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings : Mediators and treatment utility", Journal of Applied Developmental Psychology, 32(6), pp.336~345 (2011)
  61. Stahmer, A. C., "Training teachers to use evidence-based practices for autism : Examining procedural implementation fidelity", Psychology in the Schools, 52(2), pp.181~195 (2015)
  62. Strain, P. S., "Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders", Topics in Early Childhood Special Education, 31(3), pp.133~154 (2011)
  63. Autism spectrum disorders (Pervasive developmental disorders), "Strock, M.", National Institute of Mental Health(NIMH), ~ (2007)
  64. Suhrheinrich, J., "Training Teachers to Use Pivotal Response Training with Children with Autism : Coaching as a Critical Component", Teacher Education and Special Education, 34(4), pp.339~349 (2011)
  65. Taliaferro, A., "The Effects of a One-Day Workshop on Physical Educators' Self-Efficacy Toward Inclusion of Students with Autism", Palaestra, 28(3), pp.38~43 (2014)
  66. Teff, E. E., "Level of preparation of general education teachers to include students with autism spectrum disorders", Current Issues in Education, 12(10), pp.1~29 (2009)
  67. Tekin-Iftar, E., "Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism", Teacher Education and Special Education, 40(3), pp.225~245 (2017)
  68. Turnbull, R., "Exceptional lives: Special education in today’s schools", pp.2010, Merrill
  69. Wortman, D., "Are educators prepared to teach students with autism?", Masters, pp.2013

관련 논문AI추천

자폐성 장애학생을 위한 긍정적 행동지원과 관련된 국외 실험연구 분석방명애, 조수현, 홍점숙한국정서행동장애학회 · 정서·행동장애연구2018 · 제34권 제4호국내 자폐스펙트럼장애 중재관련 연구 분석: 고기능 자폐장애 및 아스퍼거증후군을 중심으로김수진, 박은미한국정서행동장애학회 · 정서·행동장애연구2016 · 제32권 제1호아스퍼거 장애 아동을 위한 통합교육 전략손승현한국특수아동학회 · 특수아동교육연구2008 · 제10권 제1호유치원 교사의 자폐성 장애에 대한 지식과 자폐성 장애유아 통합교육에 대한 인식박계신한국정서행동장애학회 · 정서·행동장애연구2013 · 제29권 제3호자폐 스펙트럼 장애학생을 위한 증거기반중재법에 대한 특수교사의 인식곽승철, 권혁상한국정서행동장애학회 · 정서·행동장애연구2017 · 제33권 제4호교사교육을 통한 특수교사의 자폐성 장애학생을 위한 지역사회참조 교수프로그램 개발 및 적용 효과 사례김영준한국정서행동장애학회 · 정서·행동장애연구2014 · 제30권 제1호

이 간행물의 다른 논문 (14건)

교사의 직무 스트레스 현황 및 영향요인 분석: TALIS 2018 분석을 중심으로이호준, 박희진pp. 1-28한국 교직의 전문직화 분석김갑성, 하동엽pp. 59-87초·중등교원 양성기관에서 예비교사의 교육과정 경험과 전문성 함양에 대한 인식심우정, 백선희, 강호수pp. 89-118원격교육 역량 강화를 위한 수업모형의 적용과 효과: 사범대 예비 영어교사를 중심으로이보리, 이유진, 김서연pp. 119-148교사발달단계에 따른‘좋은 유아교사’에 대한 인식 차이 연구: 의미연결망 분석을 중심으로신유정, 임선아pp. 149-169
원문 보기