장애유아 통합교육에 적합한 유아교사 준비에 관한 유치원장의 인식

본 연구는 K시의 유치원 원장 137명을 대상으로 유아특수교육의 서비스 전달 체제 중의 하나인 장애유아 통합교육과 이에 적합한 유아교사준비에 관한 인식을 질문지를 사용하여 초사하였다. 원장들은 장애유아 통합교육에 많은 관심이 있었고, 매우 필요하다고 인식하였다. 그리고 통합교육에 유아교사의 준비가 매우 중요하며, 유아교사 둘이 장애유아 통합교육을 적절하게 실시하기 위해서는 많은 노력이 필요하다고 인식하였다. 장애유아 통합교육에 가장 적합한 유아교사로는 장애유아에 대해 긍정적이고 수용적인 태도와 유아특수교육 연수를 받은 교육 경험이 있는 교사라고 인식하였다. 그리고 직전 교육과 현직교육에서 장애유아를 진단하고 평가하는 전문적 지식과 장애 유아의 발달 특성과 문제 행동을 다룰 수 있는 준비가 이루어져야 하며 특히 현직교육에서 이루어져야 한다고 인식하였다.

This Study was focused on the recognition of kindergarten directors for the preparation of a suitable teacher to the integrated education for young children with disabilities.<BR> The following questions was set for this purpose.<BR> 1. What is the recognition of kindergarten directors about the integrated education for young children with disabilities?<BR> 2. What is the recognition of kindergarten directors about the preparation of a suitable teacher to the integrated education for young children with disabilities?<BR> This study examined the recognition about the preparation of a suitable teacher to the integrated education for young children with disabilities by the questionnaire on which 137 private kindergarten directors was tested. I myself created the questionnaire which have 16 questions. Some questions which was difficult to understand was modified through the pre-examination. The validity of the question was proved 91% of them by the 10 graduate students of early childhood special Education Department.<BR> The results of this study was as the following:<BR> First, the directors was so much interested in the integrated education for young children with disabilities, recognized that the integrated education is necessary for them, and that it was important to bring up the suitable kindergarten teachers for the integrated education.<BR> Second, the directors recognized that kindergarten teachers should make a lot of effort to practise the integrated education suitably and that the teachers who have positive and receptive attitudes for young children with disabilities, who have the educational and practical experiences are most suitable for the integrated education of yonng children with disabilities. They also recognized that the special knowledges to diagnosis and evaluate young children with disabilities and the preparation to deal with their developmental characteristics and problematic behaviors should be accomplished in the pre-education and the education going on.