자폐성 장애학생 부모의 경험을 통한 초ㆍ중등 전환시스템 탐색

An Exploratory Study of Transition System to Middle School through the Parent's Experience of Students with Autism Spectrum Disorder

본 연구는 초ㆍ중등 전환과정에 있는 자폐성 장애학생 부모의 경험을 통해 효율적인 전환시스템을 제시하는데 목적이 있다. 이를 위해 자폐성 장애학생 부모 9명과 면담을 실시하여 근거이론 방법에 따라 자료를 분석하였다. 본 연구결과 첫째, 초ㆍ중등 전환프로그램으로 '전문적인 전환 상담’, '학생, 부모, 교사를 위한 전환교육’, 'NEIS 시스템의 연계’, '체계적인 진단 및 배치시스템’, '초등과정에서의 ITP 작성’이 필요한 것으로 나타났다 둘째, 전환과정에서 부모와 교사의 협력은 전환에 대한 관심과 협력적인 태도를 기준으로 '적극적인 협력관계’, '수동적인 협력 관계’, '비 협력관계’ 세 유형으로 나타났다 셋째, 핵심 범주인 '부모와 교사의 협력으로 효율적인 전환시스템 만들기’에 대한 종합적인 설명을 위해 개인차원, 학교 차원, 국가 차원에서의 상황 모형을 제시하였다, 본 연구는 향후 장애학생의 전환프로그램과 전환시스템 개발에 방향을 제시할 수 있을 것이다.

The purpose of this study is to provide an efficient transition system through parent's experiences of students with autism spectrum disorders who are in the transition process to middle school from elementary. To achieve this, data analysis according to the grounded theory was conducted after implementing in-depth interview and focus group interview targeting nine parents of students with autism spectrum disorders. Results of the study are as follows. Firstly, as for the transition programs in the transition process to middle school from elementary for students with autism spectrum disorders, there are needs in professional transition counseling, transition education for students, parents, and teachers, liaison to NEIS system, systematic diagnosis and placement, and making ITP at the elementary school level. Secondly, as for parent-teacher partnership in the transition process of students of autism spectrum disorders, three types such as active partnership, passive partnership, and non-partnership were appeared based on the attention and cooperative attitude about transition. Thirdly, conditional matrix at personal level, school level, and national level were suggested to demonstrate the core category, that is, the overall explanation of making the efficient transition system by the partnership of parent-teacher. This study is expected to suggest the direction of developing transition programs and systems for students with disabilities by the systematic understanding of circumstances of transition process based on the grounded theory.