장애학생의 폭력적 문제행동에 대한 특수교사와 부모의 인식 비교

A Comparison between Perception of Special Education Teachers and Parents of Students with Disabilities toward Violent Problem Behaviors

이 연구는 폭력적 문제행동을 나타내는 장애학생을 담임하고 있는 특수교사와 그 장애학생 부모와의 면담을 통해 장애학생의 폭력적 문제행동에 대한 특수교사와 부모의 수용 인식, 대처 인식, 미래전망 인식이 어떠한지를 살펴보고자 하였다. 연구 결과, 수용 인식에 있어서 특수교사와 부모 모두 장애 학생이 발현하고 있는 폭력적 문제행동을 장애학생의 특성으로만 인식하고 있었다. 대처 인식에서 폭력적 문제행동의 선행사건 인식은 특수교사와 부모 모두 높으나, 후속결과에 대해 부모들은 잘 인식하지 못하고 있었다. 미래전망 인식에서 특수교사는 별도의 행동지원 전문가의 중재를 요구한 반면 부모들은 교육과 연구 강화를 통해 특수교사가 계속 대응하는 것이 바람직하다고 하였다. 그러나 긍정적 행동지원이 학생의 폭력적 문제행동의 효과적인 중재 방법이라는 점, 특수교사의 역할이 강화되어야 한다는 점, 학교와 가정의 긴밀하고 지속적인 연계를 통해 대처해야 한다는 점, 학생의 폭력적 문제행동이 앞으로도 계속 극심한 스트레스로 작용할 것이라는 점은 특수교사와 부모의 인식이 동일하였다.

The purpose of this study was to compare the perceptions on the violent problem behavior of students with disabilities between special education teachers and parents of students with disabilities. The participants of study were 3 special education teachers and 3 parents of students with disabilities in D metropolitan city, South Korea. The data collection for the research was based on Seidman’s In-depth Interviewing and analyzed with the constant comparative method. the result of qualitative data analysis were listed as follows: Titles such as (1)perception of accept (2)perception of manage (3)perception of future outlook . The result of this study were as follows: First, Both the special education teachers and parents were perceived on violent problem behavior only as a characteristic of students with disabilities. Second, Though both special education teachers and parents were well perceived on violent problem behavior’s antecedent, special education teachers have a clear perception of the consequences that affect violent problem behavior, but parents were not very perceived of the consequences. Third, special education teachers demanded the mediation of expert on positive behavior support in related services, but parents demanded it was desirable for the special education teachers to continue responding. Also both the special education teachers and parents were said positive behavior support is an effective means of mediating, and that students violent problem behavior will continue to be dealt with through close and continuous connections between schools and homes.