초등학교 위기학생의 특수교육 의뢰에 대한 교사 인식 연구
A Survey Study on the Perception of Elementary School Teachers about the Referral of At-risk Students for Special Education
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본 연구는 초등학교 위기학생의 특수교육 의뢰에 대한 교사의 인식과 특수교육 의뢰가 고려되는 위기학생의 특성을 알아보기 위한 목적으로 실시되었다. 초등학교 일반교사 127명을 대상으로 하였으며, 교사의 특수교육 의뢰 희망 여부에 따라서 위기학생을 특수교육 의뢰 희망 집단 72명과 특수교육 의뢰 비 희망 집단 55명을 구분하여 두 집단 간의 차이를 분석하였다. 연구 결과에 의하면 첫째, 교사가 위기학생을 특수교육에 의뢰하는 목적은 학생에 필요한 전문적 교육을 제공하기 위해서였으며, 학생의 문제가 특수교육이 필요하지는 않다고 판단되면 의뢰를 원하지는 않았다. 둘째, 위기학생의 정서・행동 문제 발생 정도와 교사 및 또래와의 사회적 관계 측면에서 특수교육 의뢰 희망 집단과 비 희망 집단 간에 유의미한 차이는 나타나지 않았다. 셋째, 학업 태도에 있어서도 위기학생 집단 간의 차이가 나타나지 않았지만, 특수교육 의뢰를 희망하는 위기학생 집단의 학업 성취 기능은 유의미하게 낮았다. 따라서 일반교사가 특수교육을 의뢰하는 주요한 기준이 학업 성취인 것을 알 수 있었다. 연구 결과를 토대로 일반교육 환경에서 위기학생 지도와 특수교육 의뢰 결정과 관련된 시사점을 논의하였다.
Abstract
The purpose of this study was to investigate the perception of general elementary school teachers on the special education referral criteria and characteristics of at-risk students considered special education referral. Total 127 teachers were participated to measure the teachers' referral perspectives and characteristics of at-risk students. At-risk students were classified into two groups according to teacher's referral intention for special education: referral or not referral. Collected data were analyzed using t-test. The findings of this research are as follows. First, teachers referred at-risk students for special education for the purpose of giving the specialized education to at-risk students. If students' risks were not related with academic achievements and special education, teachers did not decide to refer at-risk students for special education. Second, there was no statistically meaningful group difference in emotional and behavioral problems and school social relationships. Third, academic achievements at-risk students who teacher wanted to refer for special education were lower. Based on the results, discussion and implications about educating at-risk students in regular classroom and referral for special education were presented.
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