시청각장애학생 진단·평가 및 교육지원 경험

Abstract

[Purpose] This study aimed to examine the current status of diagnostic assessment and educational support for students with deafblindness and to explore effective strategies for improving their educational outcomes. [Method] To achieve the research purpose, a focus group interview (FGI) was conducted with five teachers who had experience educating students with deafblindness. The interview data were qualitatively analyzed using the open coding procedures of grounded theory. [Results] The analysis yielded three major categories: current status of diagnostic assessment and educational support, challenges in diagnostic assessment and educational support, and needs for diagnostic assessment and educational support. Each major category included five subcategories. Specifically, the current status category consisted of: (a) collaboration with parents and related personnel, (b) attempts to use diverse communication and assessment methods, (c) assessment and educational support using various learning media, (d) support based on single-disability approaches and environmental adjustments, and (e) confirmation of medical records through observational assessment and parent interviews. The challenges category included: (a) lack of expertise among related professionals and teachers, (b) difficulties arising from the progression of disabilities and the presence of additional disabilities, (c) challenges in utilizing materials, equipment, and assessment tools, (d) differences in support depending on region and school type, and (e) difficulties in conducting assessments and measuring outcomes. The needs category consisted of: (a) collaboration with related agencies and provision of information, (b) development of assessment tools and resource materials, (c) educational application of assessment results, (d) education and self-help programs for students with deafblindness, and (e) additional assessment domains and content. [Conclusion] This study provides valuable insights into the current conditions, educational needs, and support practices for students with deafblindness, as perceived by experienced teachers. The findings offer implications for developing more effective educational support systems and strategies for students with deafblindness in the future.