장애영유아보육교사 자격 취득 여부에 따른 어린이집 교사의 장애통합보육 및 장애영유아보육교사 자격제도 인식 차이

Differences in perception of integrated childcare teachers for disabled children and the qualification system for childcare teachers with disabilities according to whether or not they are qualified as childcare teachers for infants with disabilities

본 연구의 목적은 장애통합보육과 이를 위해 마련된 장애영유아보육교사 자격제도에 대한 어린이집 교사의 인식이 장애영유아보육교사 자격취득 여부에 따라 차이가 있는지, 통계적 유의성을 검증하는 것이다. 이를 위해 서울, 경기지역 소재 어린이집에 재직하고 있는 보육교사 330명을 대상으로 설문조사를 실시하였다. 수집된 자료는 SPSS 23.0 프로그램을 사용하여 빈도분석, 기술통계분석, 독립표본 t검정 실시하였다. 주요 결과는 다음과 같다. 첫째, 장애영유아보육교사 자격 취득 교사집단이 미취득 교사집단에 비해 장애통합보육 당위성에 대한 인식이 더 높은 것으로 나타났다. 둘째, 장애영유아보육교사 자격 취득 교사집단이 미취득 교사집단에 비해 장애영유아보육교사 자격제도에 대한 이해. 기대감, 개선방안에 대한 인식이 더 높고, 부담감에 대한 인식은 더 낮은 것으로 나타났다. 한편 장애영유아보육교사 자격제도 문제점인식 수준은 집단 간 유의한 차이가 없으며 두 집단 모두 ‘자격취득 과정의 수월함’과 그로인한 ‘장애영유아보육교사의 역량 인정어려움’을 높게 인식하는 것으로 나타났다. 본 연구결과를 토대로 내실있는 장애영유아보육교사 자격 제도 운영과 장애영유아보육교사의 전문성 향상 교사교육을 제안한다.

The purpose of this study is to verify whether there is a difference in daycare center teachers' perceptions of disabled childcare teachers' qualification system for disabled childcare teachers' qualifications and whether or not there is a statistical significance. To this end, a survey was conducted targeting 330 childcare teachers working in daycare centers located in Seoul and Gyeonggi Province. The collected data were subjected to frequency analysis, descriptive statistical analysis, and independent sample t-test using the SPSS 23.0 program. The main results are as follows. First, it was found that the group of teachers who have acquired the qualification for child care for infants and toddlers with disabilities have a higher awareness of the necessity of inclusive child care for the disabled than the group of teachers who have not. Second, the group of teachers who acquired the qualification of childcare teachers for disabled infants and toddlers had higher understanding of the qualification system for childcare teachers for disabled infants and young children, the expected effects, and awareness of improvement measures, and the awareness of the burden was lower than the teachers group who did not. On the other hand, there was no significant difference between the groups in the level of recognition of problems in the qualification system for childcare teachers with disabilities, and both groups were highly aware of the 'easy process of acquiring qualifications' and the resulting 'difficulty in recognizing the competence of childcare teachers for disabled infants and toddlers'. appear. Based on the results of this study, we propose a substantial operation of a qualification system for childcare teachers for disabled infants and young children and teacher education to improve the professionalism of childcare teachers for disabled infants and young children.