중증 지체부자유학생을 위한 학교중심 건강관리 실태 및 지원체계 모형의 제안

A Study on the Practice and Support System of School-Based Health Care for Students with Severe Physical Disabilities

이 연구의 목적은 지체부자유학교의 학생건강관리 실태와 특수교사의 인식을 조사하고, 중증 지체부자유학생의 건강관리 지원체계 실태를 파악하여 바람직한 지원의 방법을 모색한 후, 중증 지체부자유학생의 학교중심 건강관리 모형을 개발하는데 있다. 연구 결과, 지체부자유학교 대부분의 학급은 중증 지체부자유학생에게 경구약 먹이기와 간질조치하기를, 과반수의 학급은 욕창으로 인한 건강관리를 실시하고 있었고, 특수교사, 보호자, 보건교사가 학생의 건강관리를 지원하고 있었다. 중증 지체부자유학생을 위한 학교보건정책이 수립되고 있지 않았으며, 학교의 물리적 환경도 제공되지 않고 있었다. 또한 중증 지체학생을 위한 학교의 사회적 환경과 지역사회와의 유대관계가 미흡한 것으로 나타났다. 연구 결과를 바탕으로 개발된 중증 지체부자유학생을 위한 학교중심 건강관리 지원체계 모형은 학교를 중심으로 지역사회지원과 법제도적인 지원을 제시하며, 학생을 중심으로 한 개별화교육위원회의 건강관리 지원을 제시한다.

The purpose of this study was to suggest a school-based health care support system model for students with severe physical disabilities. In order to accomplish the purpose, the current health care practice in special schools for children with physical disabilities and the teachers perceptions on the system were examined. Results of the study were as follow; As for the current hearth care system for students with severe physical disabilities, taking medications and managing epilepsy for students were frequently reported health care practice in most of the participating classes. More than half of the participating classes reported that they needed to care for students bedsore. It was also found that special teachers, parents, and health teachers were responsible for those health care practice in school settings. Results indicated that school health policy was not based on the system for students with severe physical disabilities. It was also reported that some students did not have their desks and chairs suitable to them so that had to purchase specialized wheelchairs. Although nearby community organizations and residents had been participating in school activities but the relationship between school and community resources was not satisfied. A school-based health care support system model for students with severe physical disabilities was designed based on the analysis of the results described above. The model was based on the ecological and systematic model for health care and suggested two ways to provide health care services; one for the community supports and the other for legal system. In a school level, the IEP committee consisting of a health teacher, a nutrition teacher, and the school administrative team along with special education teachers would play a role providing the health care for students with severe physical disabilities. The purpose of this study was to suggest a school-based health care support system model for students with severe physical disabilities. In order to accomplish the purpose, the current health care practice in special schools for children with physical disabilities and the teachers perceptions on the system were examined. Results of the study were as follow; As for the current hearth care system for students with severe physical disabilities, taking medications and managing epilepsy for students were frequently reported health care practice in most of the participating classes. More than half of the participating classes reported that they needed to care for students bedsore. It was also found that special teachers, parents, and health teachers were responsible for those health care practice in school settings. Results indicated that school health policy was not based on the system for students with severe physical disabilities. It was also reported that some students did not have their desks and chairs suitable to them so that had to purchase specialized wheelchairs. Although nearby community organizations and residents had been participating in school activities but the relationship between school and community resources was not satisfied. A school-based health care support system model for students with severe physical disabilities was designed based on the analysis of the results described above. The model was based on the ecological and systematic model for health care and suggested two ways to provide health care services; one for the community supports and the other for legal system. In a school level, the IEP committee consisting of a health teacher, a nutrition teacher, and the school administrative team along with special education teachers would play a role providing the health care for students with severe physical disabilities.