통합교육 장애학생의 전환교육을 위한 특수학급 교사의 전문능력과 교육욕구

Competencies and educational needs of special teachers for transitional education of exceptional students integrated in regular school

이 연구의 목적은 일반학교 특수학급 교사들에게 요구되는 전환교육 수행에 필요한 전문능력과 그에 대한 교육 요구를 밝히는 것이었다. 전환교육 전문능력에 대한 교육 요구는 Borich(1980) 계산공식을 적용하여 계산하였다. 자료는 경기도 지역의 특수학급 교사를 대상으로 우편조사를 통해 수집된 설문지 121매가 분석되었다.특수학급 교사들에게 요구되는 전환교육 전문능력과 그에 대한 교육 요구를 분석한 결과와 논의를 바탕으로 내린 결론은 다음과 같다. 첫째, 일반학교에서 통합교육을 받고 있는 장애학생에게 전환교육을 위한 교육과정과 프로그램이 운영되어야 한다. 둘째, 일반학교 특수학급 교사들은 현장에서 전환교육을 실시하는 데 요구되는 전문능력의 수행수준이 현저히 낮은 반면, 전환교육에 대한 전문능력들에 대해서는 모든 항목에 대해 중요한 능력으로 인식하고 있다. 셋째, 일반학교 특수학급 교사들은 전환교육 전문능력에 대한 교육 요구가 높으며 직업훈련, 직업 현장 및 사회와의 연계, 관련 기관들과의 협력 등과 관련된 능력에 대해 교육 요구가 높으므로 이와 관련된 전문적인 연수나 교육들이 제공되어야 한다.

The purpose of this study was to identify the competencies and the educational needs of special teachers for transitional education of exceptional students integrated in regular school. The level of educational needs of teachers on the competencies was calculated based on the Borich(1980) s formula. Population were all the special teachers who were working in regular school, Kyeonggi province and data was collected by using a mailed questionnaire and 121 cases were analyzed. The major findings were as follows. First, curriculum and program on transitional education relevant for exceptional students integrated in regular school should be provided. Second, special teachers in regular school implemented at a low level on the competencies required for transitional education of their exceptional students while they perceived that the competencies were all very important for transitional education. Third, they had a high level of educational needs on the competencies such as doing vocational training, maintaining good relation with workplace and community, and cooperating with related institutes. Fourth, inservice training should be provided for special teachers in regular school. The purpose of this study was to identify the competencies and the educational needs of special teachers for transitional education of exceptional students integrated in regular school. The level of educational needs of teachers on the competencies was calculated based on the Borich(1980) s formula. Population were all the special teachers who were working in regular school, Kyeonggi province and data was collected by using a mailed questionnaire and 121 cases were analyzed. The major findings were as follows. First, curriculum and program on transitional education relevant for exceptional students integrated in regular school should be provided. Second, special teachers in regular school implemented at a low level on the competencies required for transitional education of their exceptional students while they perceived that the competencies were all very important for transitional education. Third, they had a high level of educational needs on the competencies such as doing vocational training, maintaining good relation with workplace and community, and cooperating with related institutes. Fourth, inservice training should be provided for special teachers in regular school.