증강현실 기반 중재 프로그램에 대한 발달지체유아 특수교사의 인식 고찰

Abstract

In this study, questionnaires were distributed and collected through online surveys and mail in order to find out the perceptions of special education teachers for children with developmental delays in the augmented reality-based(hereinafter referred to as AR) intervention program. A total of 210 questionnaires were distributed to special education teachers for children with developmental delays in three regions (Sejong City, Daegu City, and Jeollabuk-do), and 180 (86%) questionnaires were collected and analyzed based on this. As for the analysis method, the SPSS 26.0 program was used for cross tabulation test. As a result, first, it was found that there was a correlation between the general characteristics of special education teachers and the perceptions of special education teachers about the AR programs, and teachers who worked in Daegu City as the working area and the affiliated kindergarten as the institution type were highly recognized.Second, in the special education object, the AR education effect was recognized as high at 3 years old for male children and 5 years old for female children, but there were differences by region, institution type, and teacher age. The reason for the need for AR education for children with developmental delays was found to be due to current education trends rather than the needs of parents. The reason why AR education was not available was the highest with 52.2 of respondents saying that they were not ready to proceed. Third, in terms of consideration for AR educational activities, teachers aged 20 to 50 considered the use of intervention methods, and teachers aged 51 and over considered the widespread use of AR intervention. In addition, after implementing AR educational activities in special education, male teachers cited language development and female teachers had cognitive development as the most expected effects. Fourth, as for the expected difficulty in implementing AR education, the answers were high for male teachers, lack of teaching methods and teacher competency, and female teachers, lack of textbooks and materials of educational institutions. Based on the results of this study, the limitations of this study and suggestions for future research were discussed.