유아특수교사와 장애영유아보육교사를 대상으로 실시한 개별화교육계획(IEP) 연구 질적 메타분석

Qualitative Meta-analysis of Individualized Education Plan (IEP) Research: Perspectives of Preschool Special Education Teachers and Daycare Teachers for Children With Disabilities

본 연구는 IEP를 작성하는 유아특수교사와 장애영유아보육교사의 인식과 경험, 지원 요구를 탐색하고 성공적인 IEP 수립 및 운영의 지원 방향성을 도출하기 위한 목적으로 실행되었다. 이를 위해 ‘유아특수교사 및 장애영유아보육교사를 대상으로 실시한 IEP 질적연구 결과는 어떠한 경향을 나타내는가’라는 연구문제를 설정하였고, IEP에 관련된 16편의 질적 연구물을 대상으로 Noblit과 Hare(1988)가 제안한 7단계 접근법을 활용하여 질적 메타분석을 실시하였다. 분석 결과 인식과 경험 및 지원 요구라는 3개의 대범주를 바탕으로 13개의 하위범주와 이에 대한 64개의 주요내용을 구성하였으며, 각 하위범주별 핵심적인 내용을 실제적 인용을 통해 제시하였다. 끝으로 IEP를 수립하고 실행하는 교사들의 인식과 경험 및 지원 요구를 바탕으로 향후 IEP의 성공적인 운영을 위한 시사점과 의의를 제시하였다.

This study was conducted to explore the perceptions, experiences, and support needs of early childhood special education teachers and teachers of young children with disabilities who implement Individualized Education Plans(IEP). An IEP is a legally required document in many countries that outlines specific educational goals and the services a child with disabilities will receive. It is designed to ensure that children with disabilities receive a tailored education that meets their unique needs. This study also aims to derive directions for supporting the successful operation of IEPs. To this end, the research question was formulated as, “What trends do qualitative research findings on IEPs from early childhood special education teachers and teachers of young children with disabilities reveal?” A qualitative meta-analysis was conducted using the seven-step approach proposed by Noblit and Hare (1988), based on 16 qualitative studies related to IEPs. The analysis identified three main categories—perceptions, experiences, and support needs—within which 13 subcategories and 64 key themes were constructed. The core content of each subcategory was presented with direct quotations from the studies. Finally, based on the perceptions, experiences, and support needs of teachers implementing IEPs, thise study presents implications and significance for the successful future operation of IEPs.