중도·중복장애학생의 개별화교육계획에 대한 특수교사의 인식

Special Education Teachers Perceptions on the Individualized Education Plan for Students with severe-multiple disabilities - Focused on Busan Metropolitan City

본 연구는 중도·중복장애학생 개별화교육계획에 대한 특수학교 교사의 인식을 검토하여 중도·중복장애학생의 효율적인 개별화교육계획 수립·운영을 위한 기초자료를 제공하는데 목적이 있다. 이를 위해 부산광역시 소재 9개 특수학교에서 중도·중복장애학생을 지도하는 특수교사 127명을 대상으로 설문조사를 실시하였으며 이에 따른 주된 결과는 다음과 같다. 첫째, 중도·중복장애학생 개별화교육계획 수립·실행·평가에 대한 인식에서 중요도는 높게 인식하는 반면 수행도는 보통으로 나타났으며, Borich 요구도 분석을 통해 각 단계별로 효율적인 개별화교육계획 운영을 위해 요구되는 항목을 추출하였다. 둘째, 중도·중복장애학생 개별화교육계획에 대한 교사변인별 인식차이에서는 소지자격, 중도·중복장애학생 지도 경력, 지도하는 총 학생 수 및 중도·중복장애학생의 비율에서 통계적으로 유의미한 차이를 나타냈다. 이러한 연구 결과를 바탕으로 중도·중복장애학생 교육의 질 제고를 위한 개별화교육계획 적용 방안에 대해 논의하였다.

This study has the purpose to provide basic data for efficient establishment and operation of the individualized education plan of students with severe and multiple disabilities by reviewing special education teachers perceptions of the individualized education plan for students with severe and multiple disabilities. To that end, the questionnaire survey was conducted to 127 special education teachers instructing students with severe multiple disabilities in 9 special education schools located in Busan Metropolitan City, and the following main results were as follows. First, in the perception of the establishment, implementation and evaluation of the individualized education plan of students with severe and multiple disabilities, level of importance was recognized high, but level of implementation was found normal, and through analysis of Borich requirement items, required for efficient operation of the plan for individualized education by each stage were extracted. Second, in the difference of perception by teacher factors for individualized education plan for students with severe and multiple disabilities, the perceptions differed significantly statistically depending on acquired qualification, the experience of instructing students with severe and multiple disabilities, the total number of students to instruct, and the ratio of students with severe and multiple disabilities. Based on such study results, the application measure of IEP to improve the quality of education for the students with severe and multiple disabilities was discussed.