장애판정 가능성이 있는 학생들의 장애진단 및 특수교육 선택에 대한 탐구

Abstract

This study was to attempt to explore how students to be decided as disabled in elementary school selected the identification of disability and special education. For the purpose of the study, this study used a semi-structured in-depth interview,a qualitative research method, with three general and three special education teachers who had been experienced of teaching students to be decided as disabled were interviewed. The results of this study were as follow:First, as general education teachers in this study observed students and consulted with parents voluntarily, they played an important role in the identification of disability and the reference of special education to students to be decided as disabled. Second, parents had most important influences on the identification of disability and the decision of special education, and parents’ economic status or the perceptions on disability played an important role on these decisions. When poor parents received appropriate information about special education, they tended to accept the identification of disability and the provision of special education. However,when parents were economically stable or had negative perceptions of disability,they tended not to accept disability or special education. Third, some general education teachers and parents had somewhat negative perspectives on special education. Therefore, it is necessary for students with disabilities in general schools to receive appropriate special education.