장애아 가족지원에 대한 특수교사의 인식 및 실행에 관한 연구

A Study on Special Education Teachers’ Perception and Implementation of Family Support for Children with Disabilities

이 연구는 장애아동을 교육하고 있는 특수교사들이 장애아 가족지원에 대해 인식하고 실행하는 정도를 알아보기 위한 것을 목적으로 이루어졌다. 이를 위해 특수교사 3인을 대상으로 개별 면담을 실시하여 면담 자료를 분석한 결과 연구 문제에 따른 8개의 하위 주제가 도출되었다. 먼저, 연구에 참여한 특수교사들은 장애아 가족지원의 개념을 이해하고 있었으나, 가족지원의 원리는 명확하게 인식하지 못하고 있었다. 특수교사가 가족지원을 실행할 수 있는 방법은 대부분 부모상담이라고 인식하고 있었으며, 장애아동의 긍정적인 교육 효과를 위해 가족지원이 매우 중요하다고 언급했다. 연구에 참여한 특수교사들이 학급에서 실행한 가족지원 경험은 대부분 부모상담인 것으로 나타났다. 특수교사가 학급에서 아동과 부모의 요구와 필요에 따라 가족지원을 실행하기 위해서는 정부차원의 재정지원이 요구되며, 다양한 가족지원 실행 방법 및 부모상담에 필요한 역량을 갖추기 위한 교사 교육이 필요함을 강조했다. 연구 결과를 토대로 장애아 가족지원 실행에 관한 개선 방안을 논의하였다.

The purpose of this study was to investigate the extent to which special education teachers who educate children with disabilities in special education setting recognize and implement support for families of children with disabilities. For this purpose, individual interviews were conducted with three special education teachers. As a result of analyzing the interview data, eight sub-subjects were derived according to the research problem, and the results are as follows. The special education teachers who participated in the study understood the concept of supporting families of children with disabilities, but were not familiar with the specific principles. They recognized that the way special teachers can provide family support is mainly through parent counseling, and mentioned that family support is very important and necessary for the educational effectiveness of children with disabilities in special education settings. The special education teachers who participated in the study were unable to plan and implement family support, and the family support method being implemented was found to be in the form of parent counseling, consistent with the results of the awareness survey. They emphasized that the government must provide financial support for special education teachers to provide family support according to the needs and demands of children and parents in the classroom, and that teacher education is needed to equip them with the necessary competencies for various family support implementation methods and parent counseling. Based on the results of the study, various and specific support methods for special education teachers to support families of children with disabilities at the school and classroom level were discussed.