중도중복장애학생 교육에 관한 질적메타합성: 비판적 해석학적 합성 방법으로
Qualitative Meta Synthesis on Education for Students With Severe and Multiple Disabilities: Critical Interpretive Synthesis Approach
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초록
연구목적: 이 연구의 목적은 중도중복장애학생 관련 연구에서 나타난 학생, 교사, 관리자, 학부모 등의 교육에 대한 이해와 인식을 수집하고, 이러한 현상에 대한 비판적 분석을 통해 통찰력있고 일반화 가능한 새로운 해석을 생성하기 위함이다. 연구방법: 이를 위해 2011년 특수교육 교육과정이 적용된 이후 중도중복장애학생 교육 관련 양적·질적 연구 33편을 수집하여 질적메타합성하였다. 세부적인 자료 분석 및 합성 방법은 비판적 해석학적 합성의 절차와 기준을 적용하였다. 연구결과: 중도중복장애학생 교육의 핵심은 학생의 요구에 맞는 적절한 교육과정이 부족했다는 것을 확인하였다. 이에 따라 현장의 교사들은 개인 역량에 의존하여 교육을 실현하는 과정에서 많은 어려움을 경험하는 것으로 나타났다. 이에 대한 개선방안으로는 중도중복장애학생의 요구에 적합한 교육과정의 개발, 교사의 중도중복장애에 대한 전문성 신장 제고, 그리고 일상생활, 의사소통, 개별 교육 및 진단평가기준 개발 등의 필요성이 제기되었다. 결론: 본 연구의 주요 결과를 종합하여 단순화된 이론적 구조틀을 제시하였다. 또한 중도중복장애학생 교육에서 이견이 뚜렷한 핵심 쟁점을 중심으로 추가적인 논의를 전개하였다.
Abstract
Purpose: The purpose of this study was to investigate the understanding and perceptions of education from students, teachers, administrators, and parents regarding students with severe and multiple disabilities, and to generate insightful and generalizable new interpretations through critical analysis of this phenomenon. Method: To achieve this, 33 quantitative and qualitative studies related to the education of students with severe and multiple disabilities, since applying special education curricula in 2011, were collected and analyzed through qualitative meta-synthesis. The procedures and standards of critical interpretive synthesis were applied to analyze and synthesize the detailed data. Results: As a result, it was confirmed that the critical point of the education of students with severe and multiple disabilities was the curriculum that was not suitable for education. As a result, teachers in the field relied on their individual abilities to realize education and experienced difficulties. The improvement measures included developing a curriculum suitable for students with severe and multiple disabilities, increasing teachers' expertise in severe and multiple disabilities, and meeting the demands of daily living, communication, individualized education, and diagnostic evaluation. Conclusion: A simplified theoretical framework was presented by means of a synthesis of the main findings of this study. In addition, further discussions were also developed on contents that were key issues in the education of students with severe and multiple disabilities where there was clear disagreement.
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