본 연구는 통합보육기관 음악활동의 현황 및 실태를 파악하고 이와 함께 교사들의 지원받고 싶은 요구사항을 조사하였다. 이를 기본으로 좀 더 전문적이고 체계적인 발달지체유아의 음악활동 프로그램을 개발하기 위한 기초자료를 마련하고자 한다. 이를 위하여 전국 통합보육기관 92기관을 대상으로 음악활동 진단평가, 음악활동 계획, 음악활동 실행, 음악활동 실시 후 평가, 교사의 지원요구에 대한 자료를 수집하였다. 그 결과, 1) 통합보육기관에서 음악활동의 진단평가는 거의 이루어지지 않고 있다. 2) 통합보육기관에서의 음악활동 계획시 대부분 IEP 목표와 연계를 하고 있으나 사회성/정서영역에 편중된 계획을 하고 있다. 3) 발달지체유아들이 선호하는 음악활동은 악기활동과 음악에 따라 율동하기이다. 4) 통합보육기관에서 주로 사용하는 음악활동은 노래부르기와 음악에 따라 율동하기이다. 5) 통합지원교사의 음악활동에서의 성공적인 통합을 위한 전략은 인적지원을 많이 사용하고 있으며 보조도구와 같은 도구지원의 사용이 미미하다. 6) 음악활동시 통합의 형태는 대부분 일반수업에 발달지체유아와 일반유아가 함께 활동하는 형태를 보이고 있다. 7) 통합보육기관에서 음악활동 실행 후 평가는 이루어지지 않고 있다. 8) 발달지체유아를 위한 음악활동에 관한 교육이나 연수에 대한 통합지원교사의 요구가 매우 높았으며 창의적인 표현, 음악치료, 노래 및 악기 다루는 방법에 관한 연수를 선호한다. 본 연구는 자폐정서행동장애를 포함한 발달지체유아가 흥미를 보이고 참여가능한 음악활동에서 IEP 목표가 달성될 수 있도록 음악치료사의 팀접근이 필요함을 시사하며 음악활동에 관한 구체적인 프로그램 개발이 이루어져야 한다는 것을 제시한다.

In this study, music activities of inclusive child-care centers and teacher's support needs were researched. And on basis of this research, we try to develope more professional and systematic music activities for children with special needs. For this research, Data of assessment, plan, intervention, and music activities evaluation from 92 inclusive child-care centers were collected. As results, 1) assessment of music activities in inclusive child-care center are not nearly practiced. 2) generally, IEP objectives is connected to plan of music activities, but social/emotional skills are mostly planned. 3) music activities that children with special needs prefer are music-playing and movement with music. 4) music activities that inclusive child-care center generally practice are singing and movement with music. 5) strategies for successful inclusion of special educator's music activities are human resource, but material support like adapted instrument are not enough used. 6) inclusion in music activities is mostly activities that normal children and children with special needs play together in normal class. 7) music activities evaluations are not practiced in inclusion child-care centers. 8) education and training for music activities of children with special needs are high inquired, and training for creative expression, music therapy, song and music-play are preferred. In this research, we present that team approach of music therapists are necessary to get IEP objectives in music activities participated and interested by children with special needs. And we present development of music activities that get vary IEP objectives of social/emotional skills, verbal/ communication skills, cognitive skills, self-help skills, gross/fine motor skills for children with special needs.

In this study, music activities of inclusive child-care centers and teacher's support needs were researched. And on basis of this research, we try to develope more professional and systematic music activities for children with special needs. For this research, Data of assessment, plan, intervention, and music activities evaluation from 92 inclusive child-care centers were collected. As results, 1) assessment of music activities in inclusive child-care center are not nearly practiced. 2) generally, IEP objectives is connected to plan of music activities, but social/emotional skills are mostly planned. 3) music activities that children with special needs prefer are music-playing and movement with music. 4) music activities that inclusive child-care center generally practice are singing and movement with music. 5) strategies for successful inclusion of special educator's music activities are human resource, but material support like adapted instrument are not enough used. 6) inclusion in music activities is mostly activities that normal children and children with special needs play together in normal class. 7) music activities evaluations are not practiced in inclusion child-care centers. 8) education and training for music activities of children with special needs are high inquired, and training for creative expression, music therapy, song and music-play are preferred. In this research, we present that team approach of music therapists are necessary to get IEP objectives in music activities participated and interested by children with special needs. And we present development of music activities that get vary IEP objectives of social/emotional skills, verbal/ communication skills, cognitive skills, self-help skills, gross/fine motor skills for children with special needs.

Incluse Child-Care Centers, Children with Special Needs, Music Activities, Teacher's Support Needs, IEP.