다운증후군 학생의 특성 및 통합교육에 대한 학부모의 인식
Parental Perceptions on the Characteristics and Inclusive Education of Students with Down Syndrome
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연구목적: 본 연구의 목적은 다운증후군 학생의 특성과 통합교육에 대한 부모의 인식을 알아보는데 있다. 연구방법: 다운증후군 자녀를 둔 학부모 6명을 대상으로 반 구조화된 면담을 실시했다. 연구결과: 다운증후군 학생의 특성은 지능, 적응행동, 발음, 의사소통, 신체활동으로 제시되었고 통합교육의 저해요인은 두 가지 하위 주제가 제시되었다. 즉, 교사의 자질 및 전문성 부족, 부정적인 장애인식 등. 또 지원 요구에 대해서도 세 가지 주제를 파악하였다. 즉, 교사 및 부모교육, 행·재정적 지원, 장애인식 개선 등. 논의 및 결론: 다운증후군 학생은 일반 학생과 다른 특성과 능력을 가지고 있거나 발달이 지연될 수 있고 다운증후군 장애 안에서도 특성이 유사하지 않다. 따라서 성공적인 완전통합교육을 위해서는 일반학생 보다 그들의 특성과 발달 속도에 맞는 더 전문적인 지원과 자극이 필요하고 장애에 대한 인식이 개선되어야 한다.
Abstract
Purpose: The purpose of this study was to investigate parental perceptions on the characteristics and inclusive education of students with Down syndrome. Method: Semi-structured interviews were conducted with six parents of children with Down syndrome. Results: Characteristics of the student were identified: (i) intelligence; (ii) adaptive behavior; (iii) pronunciation; (iv) communication; and (v) physical activity. Along with parental perceptions on inclusive education, two barrier themes were identified: (i) lack of qualifications and specialization of teachers; (ii) negative perception of disability. And three support needs themes were identified: (i) education for teachers and parents; (ii) administrative and financial support; and (iii) improvement of perception on disability. Conclusion: Students with Down syndrome can have characteristics and capabilities that are different from general students, or they may have delayed development. Moreover, such characteristics are not similar among students within Down syndrome. Therefore, in order to provide successful inclusive education, it is necessary to provide more specialized support and stimulation appropriate for their characteristics and developmental pace, rather than for general students, and to improve the perception of the general public on the disability.
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