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I. 서론 9

1. 연구의 필요성 및 목적 9

2. 연구문제 11

II. 이론적 배경 12

1. 발달장애아 조기 중재의 개념 12

2. 발달장애아를 위한 조기중재의 필요성과 목적 14

1) 발달장애아를 위한 조기중재의 필요성 14

2) 발달장애아 조기 중재의 목적 21

3. 조기중재 서비스의 전달 체계 25

1) 조기중재 서비스 전달체계의 필요성 25

2) 조기중재 서비스의 구성요소 27

III. 연구 모형 및 연구 방법 48

1. 연구 모형 48

2. 조사 도구 49

3. 자료 수집 및 조사대상자의 특성 50

4. 자료 분석 52

IV. 연구 결과 53

1. 조기중재 시기에 대한 인식 53

2. 장애원인에 대한 인식 55

3. 조기중재 서비스기관에 대한 인식 59

4. 양육 중 문제발생시 대처방법에 대한 인식 62

5. 양육 태도에 대한 인식 66

V. 결론 70

1. 논의 70

2. 제언 75

참고문헌 77

발달장애 부모들의 조기중재에 대한 인식도 조사 79

초록보기

 The period of young children had higher changeability of development in human growing process and was considered as the foundation of developmental systematization, and it has been very important in developmentally delayed young children as well as ordinary young children.

The developmentally delayed children showed the problems with their development due to the elements that they had. Therefore, in order to promote their development, it would be absolutely necessary to make efforts to discover and to intervene them early for compensating their disabilities environmentally or educationally.

In the decisive period of development in young children, they could be brought up with sound and well-rounded character in case that their parents performed positive interactions with consistent attitudes towards rearing them and provided them with opportunities for various stimuli. In particular, when children had disabilities, the roles of their parents became more important. Parents needed to understand the developmental process and characteristics of their children, to find out their developmental disabilities or dangerous situations early, to provide intervention, to take preventive measures for the healthy lives of their children, to prevent their disabilities from becoming worse and to get prepared for their return to society in case that they became disabled developmentally.

This study investigated the following elements through the survey for the parents who had developmentally delayed children and children with possible developmental delay so as to find out the types of disabilities that developmentally delayed children had and what correlations there were: 'when would be appropriate to intervene and when did actual intervention start to be performed?'; how their parents recognized the causes of disabilities for their children and whether they were aware of the early intervention service organizations; which early intervention service organizations did they use?; what measures did they have in case of having problems with the rearing of their children and how did they recognize the attitudes towards the rearing?

The results of the study were as below.

First, the parents of developmentally delayed children believed that the faster the intervention period, the better the outcome they would have; however, 78.1% of the respondents started the education and therapy for their children at the age of 3 to 4, according to the survey.

Second, in terms of the recognition of the causes of disabilities, they believed that the physical, mental and emotional conditions and medical treatment during the labor of pregnant women would be important and the premature delivery could be one of the important causes for giving birth to infants with disabilities and parents' interest and attitudes of rearing their children were also crucial.

Third, there were significant differences in the recognition for early intervention service organizations by the type of disabilities and the treatment of hospitals was preferred for children with cerebral diseases who needed special treatments and the treatment by special children's houses was preferred for the children with linguistic disabilities who needed continuous and planned programs.

In general, the parents of developmentally delayed children considered the link of education and treatment between hospitals and special children's houses as important.

Fourth, the information considered important regarding the measuring methods in case that there were problems with their rearing included the instruction for daily living, special education, psychology of children's development, future measures and education and they believed that other elements could be the change in parents' recognition, learning instruction methods and ways of having family and neighboring people understand their children and situations.

Fifth, in terms of the recognition for their attitudes towards rearing their children, it would be important for parents to be aware of the type and degree of disabilities that their children had accurately, and it would be also necessary to continue the education and consulting for parents while accepting their children as they were and helping them.

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