소망 어린이집 장애아통합보육 실행과정에 대한 원장과 장애아전담교사, 보육교사의 경험과 인식

Experience and perception of the director and teachers toward the inclusive child care and education for young children with special needs during the implementation stage at Somang childcare center

본 연구는 소망 어린이집이 장애아통합보육을 실행하는 과정에서 원장과 장애아전담교사, 장애아통합 학급 일반보육교사의 경험과 인식에 대해 심층적으로 알아보는 것을 목적으로 하였다. 연구 참여자는 원장과 장애아전담교사, 장애아통합학급의 일반보육교사였으며, 저널쓰기와 면담을 통해 자료를 수집하였다. 연구 결과, 첫째, 장애아통합보육 시작과정에서 결단하기 과정이 있었다. 둘째, 초기 실행과정에서 장애유아의 잦은 입·퇴소 경험하기, 다양한 협조를 구하며 새로 온 장애유아들을 적응시키기 등 연속되는 새로움으로 좌충우돌하였다. 셋째, 중기 이후 실행과정에서 장애유아를 위해 교사로서 중요한 것이 무엇인지 알아가고 모든 유아들에게 유익한 학급을 만들어가면서 보람을 찾고 있었다.

This study was to find out in depth about the experience and perceptual progress of a director and teachers toward the inclusive child care and education for young children with special needs during the implementation stage at Somang childcare center. There were the total of 3 participants, each representing a director, a teacher for young children with special needs and a childcare teacher. The data was collected from their journal writings and in-person interviews with them. The first finding of this study was that the participants went through numerous trials and failures prior to be fully engaged with the inclusive child care and education for young children with special needs. Second, the participants dealt with a high rate of transition of young children with special needs at the center, and went through an enormous amount of trouble and confusion in their endeavors while assisting new students to be successfully adjusted to the center. Finally, the participants nevertheless considered it worth while to learn special teaching skills for young children with special needs and to create productive class environments for all young children.