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I. 서론 7
1. 연구의 배경 7
2. 연구의 목적 9
3. 연구 문제 11
II. 이론적 배경 12
1. 통합교육의 개념 12
2. 유아기 통합교육의 중요성 15
3. 통합교육의 효과 16
1) 장애유아에게 미치는 효과 16
2) 일반유아에게 미치는 효과 17
3) 부모에게 미치는 효과 18
4) 교사에게 미치는 영향 19
4. 통합교육을 위한 교사의 역할 19
1) 통합교육에 있어 통합교사의 역할 19
2) 유아통합교육에 있어 유아특수교사의 역할 21
III. 연구방법 23
1. 연구 참여자 23
2. 연구 기간 24
3. 연구 장소 24
4. 자료수집방법 및 절차 24
1) 면담 질문지 개발 24
5. 자료 분석 27
IV. 연구결과 29
1. 입급 30
2. 통합을 위한 지원 32
1) 관련연수 경험여부 32
2) 자료수집 방법 33
3) 교재교구 및 시설 설비 설치여부 33
4) 특수교육지원센터에 대한 인지도 34
5) 특수보조원 배치여부 35
3. 특수교사 37
1) 특수교사 배치여부 37
2) 특수교사와의 협력 37
4. 개별화교육 38
1) 개별화교육과정 실행여부 38
2) 개별화교육 계획과정 39
5. 업무 40
1) 생활지도의 어려움 40
2) 추가되는 공문처리 41
6. 성공적인 통합교육 41
1) 교사의 전문성 42
2) 요구되는 행·재정적인 지원 42
3) 기타 요구사항 43
V. 결론 45
1. 연구의 요약 45
2. 연구의 한계 및 향후 연구방향 49
참고문헌 51
Abstract 56
부록 5
부록 1. 면담 질문지 60
부록 2. 교사 면담 전사본의 예 62
부록 3. 코드북 63
부록 4. 코딩작업의 예 68
〈표 II-1〉 통합교육의 정의 13
〈표 III-1〉 연구 참여자의 배경 23
〈표 III-2〉 질문목록 25
〈표 IV-1〉 공립병설유치원 교사들의 장애유아 통합교육에 대한 인식과 지원요구 29
초록보기 더보기
The purpose of this study was to investigate the difficulties and support requests of public kindergarten teachers for inclusive education of young children with disability. The study was conducted by a qualitative study method with semi-structured interviews in which the researcher and participants have a face-to-face conversation
Of the affiliated public kindergartens, those performing inclusive education for young children with disability were first identified, and a preliminary interview was conducted via phone or messenger to check their availability for interview. The study was then carried out with 9 teachers who had an intention for the interview.
Based on the findings, the following conclusions were made.
First, considering that affiliated kindergartens were operated with one or two classes, the admission of a child with disability was accepted unless the class was full. Thus, there could be a concern that the effect of inclusive education would not be fully expected due to the passive attitude of teachers who had no choice but to take the child with disability, regardless of their intention.
Second, with regard to training for the operation of inclusive class to support inclusive education, the participants had completed several distant training offered by the education offices, which, however, were not much helpful for operating inclusive classes. When they needed information to operate inclusive classes, they asked the special education teacher of elementary school or requested help from the special education teacher of a neighboring kindergarten. Given the circumstance of most affiliated kindergartens where special class is not open, most kindergartens don't have any special education teacher, and almost no kindergartens have special education assistant.
Third, since most affiliated kindergartens don't have any special class, many teachers have difficulties in operating their inclusive class.
Fourth, most kindergartens are not providing an individualized education for young children with disability due to the lack of teacher's expertise on special education, excessive workload, and etc.
Fifth, as for the workload added by the operation of inclusive class, they mentioned about school guidance, formal paper works, such as status reports and application for grant, and purchase of textbooks and materials, and felt a lot of burdens from the additional workload.
Lastly, regarding the supports required the most for the operation of inclusive class, they said special education assistants with expertise are needed.
In order to address the difficulties of inclusive education felt by inclusive teachers, the following measures can be presented.
First, training on practical information, such as the operation method of inclusive class, the guidance method for young children with disability and instructional adaptation, should be offered for in-service education as well as pre-service education.
Second, inclusive class can be successfully operated in a kindergarten without a special education teacher, if the establishment of special class is encouraged in the newly opened kindergarten by considering the number of children with disability in the neighborhood, and if an itinerant teacher is dispatched to the kindergarten where special class is not open to provide inclusive education or support the inclusive teacher.
Third, an education plan for young children with disability should be made by performing individualized education through a special education teacher or itinerant teacher, and having regular teachers recognize the necessity of individualized education.
Fourth, in order to smoothly operate inclusive education, a special education assistant who is appropriately trained should be assigned or personnel expenses for the assistant should be supported.
Fifth, in order to encourage the operation of inclusive class by inclusive teachers, it would be good if extra points for transfer and promotion are given to them.
Sixth, the participants mentioned about the high ratio of teacher to children as one of the difficulties in operating inclusive class. The class offering inclusive education can be operated by reducing the number of ordinary children so that inclusive education can be effectively operated.
Seventh, in order to minimize the burden from paper works caused by the operation of inclusive class, an effort needs to be made to streamline various procedures and minimize the volume of formal documents, including a variety of reports.
Lastly, to positively change the negative view of the teachers and parents of ordinary kindergartens on children with disability and inclusive education, education needs to be conducted to help them understand disability for the teachers and parents of ordinary kindergartens.
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