본 연구는 보육시설의 장애유아 통합교육?보육에 관한 실태와 현황은 어떠한지 조사하고 보육교사들의 통합교육?보육에 관한 지원요구 사항을 알아보는데 목적을 두고 시행되었다. 이를 위해 J도에 근무하는 보육교사 259명을 대상으로 질문지 조사를 실시하였다. 연구결과, 첫째, 일반보육시설의 장애유아 통합교육의 실태는 교사의 장애유아 통합교육 관련 연수경험, 장애유아의 조기 발견, 교사의 통합교육과정에 관한 이해 정도 등을 기준으로 보았을 때 질적으로 미진한 수준인 것으로 나타났다. 둘째, 보육시설의 일반 유아교사들의 장애유아 통합교육에 대한 요구도는 교육 및 보육과정 영역, 교사의 책무성 및 전문성 함양영역, 행정 및 재정적 영역에 대해 모두 높게 나타났다. 이러한 요구도는 그 지원 내용 측면에서도 선행연구의 통합교육 담당 유아교사들의 지원 요구도 결과와 유사하다는 점에서 시사점을 준다고 할 수 있다.This research aimed to determine the realities of Inclusive Education for young children with special needs in childcare facilities and to identify the support needs that childcare teachers have. To meet these aims, 259 childcare teachers from J Province were surveyed.
The followings were found in this study. First, the survey of Inclusive Education in the general facilities found that the situations there are low in quality. This was true in terms of the teachers' training experience, the early detection of the young children with disabilities, and the degree or extent to which teachers understand the concept of Inclusive Education.
Second, in the Inclusive Education and childcare education courses, the result showed the respondents generally had a high level of support needs.
Third, a high demand was shown for teachers' professional development: They seek annual or biannual study and training, supports for teaching and learning on Inclusive Education of young children, and aids in Inclusive Education training and teaching methods.
Fourth, from an educational, administrative and financial perspective, the survey showed the need to station children's special education teachers strategically, to support training managers for Inclusive Education financially, and to bolster care units and government scholarships.
To develop effective inclusive education for young children with disabilities, the study suggested, education and training courses of special care programs for general child care teachers, and teachers' professional development are necessary. In addition, childcare teachers should be supported both administratively and financially in their inclusive education training.