전일제 통합학급 청각장애학생의 개별화교육계획(IEP) 수립 및 운영 실태에 대한 교사와 학부모의 인식

The Perception of Teachers and Parents on the Establishment and Operation of Individualized Education Plan(IEP) for Students with Hearing Impairment in Full-time Integrated Class

이 연구는 전일제 통합학급 청각장애학생의 개별화교육계획(IEP) 수립 및 운영 실태에 대한 일반교사, 특수교사와 학부모의 인식을 조사하기 위해 실시되었다. 연구방법은 혼합연구방법으로, 전일제 통합학급 청각장애학생을 담당한 경험이 있는 일반교사와 특수교사 대상의 설문조사와 일반교사, 특수교사, 학부모를 대상으로 면담조사를 실시하였다. 설문조사 결과 전일제 통합학급 청각장애학생의 IEP는 별도 교육지원계획을 수립하지 않는다는 응답이 48.4%(31명)로 가장 많았으며, 전일제 청각장애학생의 IEP 수립과 운영과정에서 특수교사와 일반교사의 역할에 대해서 불분명하게 인식하는 것으로 조사되었다. 면담조사 결과에서는 IEP 회의에 구성원 참여가 소극적이며, 일반교사 및 특수교사 모두 청각장애 학생 지도에 대한 전문성이 부족하다고 인식하는 것으로 나타났다. 개선방안으로 청각장애 학생의 IEP 수립과 운영에 대한 구체적인 매뉴얼 개발, 개별화교육지원팀으로 청각장애교육 전문가 참여, IEP 운영에 대한 점검 및 환류, 교사의 전문성 강화가 제시되었다.

This study was conducted to investigate the perception of general education teachers, special education teachers, and parents on the establishment and operation of Individualized Education Plan (IEP) for students with hearing impairment in full-time integrated class. The research method was a mixed method in that a survey was conducted on general education teachers and special education teachers with experience in dealing with students with hearing impairment in full-time integrated class, and interviews were conducted with teachers and parents. As a result of the survey, 48.4% (31) of the respondents said that they did not establish a separate educational support plan for students with hearing impairments in full-time integrated classes, and it was investigated that they were unclear about the roles of special education teachers and general education teachers. As a result of the interview, it was investigated that the participation of members in the IEP meeting was passive, and the teacher's expertise for hearing impairments was insufficient. As a result of the synthesis, it was found that IEP was established formally for students with hearing impairments in full-time integrated classes, and there was insufficient recognition of functions and roles of IEP. As improvement measures, the development of specific manuals, participation of experts in hearing impairment education, inspection and feedback on the operation of IEP, and reinforcement of teacher expertise were suggested.