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논문KCI 등재

유아특수교사의 양성방안에 대한 고찰

Preparing Personnel to Work with Young Children with Special Needs

노진아
특수교육재활과학연구소 (The Research Institute for Special Education & Rehabilitation Science)|2007.03|특수교육재활과학연구|제46권 제1호|pp. 1-20

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참고문헌

키워드

개선방안improvementearly intervention/early childhood special education유아특수 교사양성추천의 실제personnel preparationrecommended practices
주제분류기타사회과학

초록

본 연구는 새로운 시대적인 요구에 부합하는 유아특수교사의 자질 및 이와 관련된 이슈들을 살펴보고, 이러한 자질을 강화하기 위한 방안을 탐색하기 위해 수행되었다. 유아특수교육 서비스는 시대적인 요구에 맞추어서 변화하여야 하고, 이러한 변화에 발맞추어서 유아특수교사를 양성하는 고등교육기관도 예비교사들을 양성해야할 것이다. 유아특수교사의 양성을 위한 최선의 실제는 지난 10여 년 동안 급속하게 성장하여왔지만, 효율적인 교사양성을 위한 국내의 연구는 부족한 실정이다. 이를 위해서 본 연구에서는 유아특수교사가 갖추어야할 추천된 실제로 통합교육, 가족중심 실제, 다른 관련 영역 전문가와의 협력에 중점을 두어서 살펴보았으며, 이와 관련된 문제점을 국내외 문헌연구를 통해서 알아보았다. 마지막으로 이러한 추천의 실제와 문제점을 바탕으로 협력모델, 현장실습, 학교평가 및 행정적 재정적 지원의 입장에서 개선방안을 제언해 보았다.

Abstract

A critical element in the quality services for young children with special needs and their families is the preparation of qualified personnel. In order to deliver quality services, personnel preparation programs for teachers of young children with disabilities must reflect the recommended practices and personnel standards. Despite of the importance of personnel preparation in early intervention/early childhood special education, studies have not been conducted rigorously. Thus, the study was to review the current important recommended practices, issues related to these practices, and improvement. Current recommended practices, which are emphasized in the field of early intervention/early childhood special education, (1) inclusion of young children with disabilities with their peers, (2) utilization of family-centered practices, and (3) utilization of interdisciplinary model with other professionals. These recommended practices should be supported by the utilization of interdisciplinary model with other professionals and family members, systematic field-based practicum and inservice program, and program evaluation/administrative and financial support. The guidelines and examples presented in the study should be adapted by considering various factors such as the characteristics of agency, school, student teachers. The flexible operation will eventually result in the maximum development of children with special needs and their families.

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