보육교사가 인식하는 일반 어린이집 이용 장애위험아동의 개별화교육의 필요성과 필요한 지원에 관한 탐색적 연구
An Exploratory Study of the Need for Individualized Education for Children At-Risk for Disabilities Attending General Daycare Centers and Necessary Resources as Perceived by Child Care Teachers
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초록
장애위험 아동(children at-risk for disabilities)이란 의료학적 차원에서 장애로 판명되지는 않았지만, 향후 장애가 의심되는 장애위험군의 아동을 지칭한다. 본 연구는 일반 어린이집에 다니는 장애위험 아동(만2세-만4세)의 교육권 보장을 위해 개별화교육지원의 필요성과 지원방안을 제시하기 위한 탐색적 연구로서 부산시 일반 어린이집의 보육교사 360명을 대상으로, 일반 어린이집 이용 장애위험아동의 개별화교육의 필요성, 필요한 이유, 개별화 교육적용을 위한 필요한 지원을 조사하였다. 연구결과 대다수의 교사가 개별화 교육이 필요성을 인지하고 있었으며, 개별화 교육이 필요한 이유로 특수교사의 전문적인 지도가 필요하기 때문이라고 응답한 비율이 가장 높았으며, 필요한 지원서비스는 장애위험 영유아 선별 및 발달검사에 대한 확대지원 이라고 응답한 비율이 가장 높게 나타났다. 이러한 결과는 개별화교육지원이 일반 어린이집에 다니는 장애위험아동에게도 적용되어야 함을 시사한다. 따라서 연구결과를 토대로 개별화교육지원을 통한 장애위험아동의 교육권 강화를 제언하였다.
Abstract
Children at-risk for disabilities are children who have not been clearly confirmed to have disabilities from medical dimensions but who are at risk of future disabilities. This study is an exploratory study conducted to present the need for individualized education support to children at-risk for disabilities (ages 2 to 4) attending general daycare centers along with support plans and it surveyed 360 child care teachers working in general daycare centers in Busan to research the need for individualized education for children at-risk for disabilities attending general daycare centers along with the reason for the need, and support needed for individualized education applications. Research results showed that most teachers perceived the need for individualized education and most responses stated that the reason why individualized education is needed is because children at-risk for disabilities need the professional guidance of special teachers and for necessary support services, most responses stated that expanded support for the selection and developmental tests for young children at-risk for disabilities is needed. These findings suggest that individualized education support should be applied to children with disabilities at regular day care centers. Based on such research results, proposals were made for the reinforced right of education for children at-risk for disabilities through individualized education support.
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