유치원 일반학급 순회교육 지원에 대한 유아교사의 인식연구 (Recognition of the Early Childhood Education Teacher on the Itinerant Education)

서지정보

· 발행기관 : 대구대학교 특수교육재활과학연구소
· 수록지 정보 : 특수교육재활과학연구 / 54권 / 1호 / 197 ~ 220페이지
· 저자명 : 이효신, 이순주

초록

본 연구는 유치원 순회교육의 효율적 운영을 위한 기초자료를 제공하고자 수행되었다. 이를 위해 질문지를 통하여 특수교육대상유아가 있는 유치원 일반학급의 유아교사들을 대상으로 순회교육의 정의와 개념, 그리고 순회교육 운영과 개선방안에 대한 인식 자료를 수집하였다. 연구 참여자는 대구광역시에서 특수교육대상유아를 교육한 경험이 있는 유아교사 110명을 1차 선정하여 질문지를 배포하였고 수거된 94부를 분석대상으로 삼았다. 분석결과, 유아교사들의 75% 이상이 순회교육의 정의와 개념에 대해 인지하고 있었으며, 80% 이상이 순회교육이 필요하며 도움받기를 희망한다고 답하였다. 특수교육대상유아를 교육함에 있어 가장 어려운 점으로는 교사 자신의 전문성 부족을 가장 많이 들었으며, 도움 받기를 원하는 영역은 사회성이 가장 많았다. 순회교육의 수업일수는 현재 규정된 수준이 적정하다고 답하였으며 1일 수업시간은 1시간이 적당하는 의견이 가장 많았다. 순회교육 지원형태는 일대일수업과 통합환경의 병행 방식을 선호하는 것으로 나타났고, 순회교육계획안 작성은 특수교사, 일반교사, 학부모가 협력하는 것이 가장 바람직하다는 의견이었다. 순회교육의 개선방안으로는 순회교사와 통합학급 교사의 협력방안이 구체화되어야 한다는 것과 순회교사의 전문성 등이 언급되었다.

영어초록

The purposes of this study are to provide the basic information for invigorating the itinerant education at the kindergarten level and helping it settle in the right direction through the survey on the perception of early childhood education teachers on the itinerant education support for kindergarten general classes that is provided centrally by the Special Education Support Center.
Research goals of this study are as follows. The first is to check whether teachers of the early childhood education have perceived the definition and the concept of the itinerant education. The second is to see the perception of early childhood education teachers on the itinerant education support for the kindergarten general classes. The third is to investigate how to improve the itinerant education support for kindergarten general classes.
To achieve the purpose of this study, a questionnaire was distributed to 110 early childhood education teachers who have had experiences in the education of children in their early childhood eligible for the special education and with the exclusion of 3 providing unfaithful answers out of 97 returned questionnaires, total of 94 returned questionnaires were analyzed to draw out the conclusion of the study. The results are as follows. Firstly, regarding whether to have perceived the definition and the concept of the itinerant education or not, most of early childhood education teachers have been aware that a provision on the itinerant education support is specified in the special education law and children eligible for special education placed in kindergarten general classes can get the itinerant education support. Secondly, with respect to the perception of early childhood teachers on the itinerant education support for kindergarten general classes, although most of th early childhood teachers recognized that the itinerant education was needed, the number of early childhood teachers who had received th itinerant education support was actually small. Thirdly, regarding the perception of early chilhood teachers on the improvement measures to help the desirable itinerant education settling down, they answered that the improvement should be made in public relations about the itinerant education support, the recruitment for reinforcing itinerant teachers for the itinerant education support, the placement of qualified professional itinerant teachers and regular full-time teachers, the cooperation between itinerant and early childhood teachers, and the support of relevant services including the special education support. Itinerant education needs to settle in the right direction in order for the education to be suitably performed to children eligible for the special education placed in the kindergarten general classes for the purpose of the early childhood special education, and for this purpose, it is considered that the improvement measures on the itinerant education suggested in this study should be reviewed as sons as possible.

참고자료

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