발달장애인평생교육시설 종사자의 학습자 관리 실행 유형에 따른 행동지원 요구 분석

Abstract

This study aimed to classify latent types based on the level of learner management performance among staff at lifelong education facilities for individuals with developmental disabilities, and to analyze differences in educational needs for enhancing behavioral support expertise according to each type. A survey was conducted with 214 staff members working at lifelong education facilities for individuals with developmental disabilities in Seoul. Latent Profile Analysis (LPA) was performed on learner management performance to classify latent types and examine differences in educational needs between groups. The results showed, first, three latent groups emerged according to learner management performance: the “High Learner Management Performance Type” (39.6% of the total), the “Low Learner Management Performance Type” (36.9%), and the “Low Challenging Behavior and Transition Performance Type” (23.6%). Second, significant differences were found in the perceived need for training to improve behavioral support expertise among the latent types. The High Learner Management Performance group showed the highest perceived need for such training, whereas the Low Challenging Behavior and Transition Performance and Low Learner Management Performance groups reported lower levels of need. Based on these findings, the study suggests the development and implementation of tailored educational programs to enhance the behavioral support expertise of staff working in lifelong education facilities for individuals with developmental disabilities.