특수교육 대상자 의뢰 과정에서 특수교사가 인식하는 사정 요인 분석

An Analysis of Special Education Teachers" Assessment Factors in Referral of Students in Need of Special Education

  본 연구는 특수교육 적격성 결정을 위한 사정 요인이 무엇인지 알아봄으로써 현장의 교사들에게 장애아동들을 선별ㆍ진단 할 때 기초 자료를 제공할 목적으로 이루어졌다. 본 연구 대상은 서울, 충청남도, 부산광역시, 대구광역시, 경상남도에 소재하고 있는 특수학교와 특수학급 교사 204명이었다. 특수교육 적격성 결정을 위한 사정 요인 분석을 위하여 문항작성 및 선정, 예비 검사, 본 검사를 거쳐서 진행되었다. 이 과정을 통해 최종적으로 정신지체 3개요인, 학습장애 3개요인, 정서ㆍ행동장애 3개요인, 시각장애 3개요인, 청각장애 2개요인, 지체부자유 3개요인, 언어장애 2개 요인으로 확정되었다. 특수교육 적격성 결정사정 요인은 정신지체 영역에서 ‘적응기술’, ‘인지’, ‘학습’ 요인, 학습장애 영역에서는 ‘읽기’, 쓰기’, ‘수학’ 요인, 정서ㆍ행동장애 영역에서 ‘과잉행동’, ‘부정적인 대인 관계’, ‘주의력 결핍’ 요인, 시각장애 영역에서 ‘학업기능’, ‘인지’, ‘시력’ 요인, 청각장애 영역에서 ‘청력과 언어 능력’, ‘의사소통’ 요인, 지체부자유 영역에서 ‘인지’, ‘운동？이동’, ‘사회성’ 요인, 언어장애 영역에서 ‘구어’, ‘언어’로 명명 되었다.

  The purpose of this study was to identify what the assessment factors are for determining eligibility for special education services and to provide general & special education teachers with the basic materials which they need to screen and diagnose students with disabilities. 204 special school & special classroom teachers who work in Seoul, Pusan, Taegu, Chungcheongnam-do, and Gyeogsangnam-do are the participants in this survey. The process of developing assessment instruments for the determination of eligibility for special education service consists of making up and selecting items, preliminary survey, and main survey. Eventually through these processes, the final number of factors was validated as follows: three factors in the area of mental retardation, three in learning disability, three in emotionally and behaviorally disturbed, three in visual impairment, two in hearing impairment, three in physical disability, and two in speech or language impairment. The assessment factors for determining eligibility for special education services were nominated as follows. Assessment factors such as ‘adaptive skills, cognition, and academic performance’ were nominated in the area of mental retardation; ‘"reading, writing, and mathematic’ in learning disability; ‘hyperactivity, negative personal relationship, attention deficit’ in emotionally and behaviorally disturbed; ‘academic skill, cognition, and vision’ in visual impairment; ‘hearing and verbal ability, and communication’ in hearing impairment; ‘cognition, motor & mobility, and social skill’ in physical disability; ‘speech and language’ in speech or language impairment.