본 연구는 조기중재 컨텐츠 및 시스템을 개발하여 2001년에서 2010년도까지 장애전담보육시설의 발달지체 영·유아를 대상으로 온라인 서비스를 통해 적용되어진 총 66,107개의 데이터를 대상하였다. 수집된 데이터는 장애전담보육시설에 입소되어 지원받고 있는 0개월에서 96개월 미만의 발달지체 영·유아로써 중재기간 및 영역별로 나누어 SPSS Win 17.0의 빈도와 백분율(%)을 산출하여 비교 분석하였다. 연구결과는 다음과 같다. 첫째, 2001년 Homi.Info 1.0 버전 서비스의 컨텐츠 및 시스템 개발을 시작으로 2010년 현재 Homi.Info 2009 버전이 지원되어지고 있다. 둘째, 장애전담보육시설 종사자 중 발달지체 영·유아의 중재를 직접적으로 담당하고 있는 조기중재 지원자 현황은 보육교사, 언어치료사, 특수교사, 물리치료사 순으로 나타났다. 셋째, 조기중재 지원자의 중재영역에 있어서 특수교사와 보육교사는 기초학습영역, 언어치료사는 의사소통, 물리치료사는 신체발달 영역을 지원하고 있었다. 넷째, 발달지체 영·유아의 중재 기간은 한 달 미만으로 가장 높게 나타났고, 중재기간은 평균적으로 1-3개월 이내로 이루어졌다. 다섯째, 장애전담보육시설은 발달지체 영아 보다 발달지체 유아를 중심으로 중재가 이루어지는 것으로 나타났다. 여섯째, 발달지체 영아에 대한 조기중재영역은 신체 발달 영역이 가장 높았으며, 발달지체 유아의 경우는 기초학습과 의사소통에 관련된 조기중재가 이루어지는 것으로 나타났다.

The purposes of this study were to figure the process of development and application of intervention for toddler and preschooler with Developmental disabilities and to analyze the investigation’s data of nursery facilities during 2001 and 2010. The 66,107 data for intervention was collected by On-line Service System. We analyzed intervention program for under 96 months age in order to categorize period for intervention and sectors. The data was analyzed using descriptive statistical analysis, frequencies and percentage with SPSS Win 17.0. The results of this study were as follows. First, now we have supported for toddler and preschooler with developmental disabilities since‘Homi.Info’ System 1.0 has developed in 2001. Second, the number of nursery teacher in nursery facilities topped, followed by linguistic therapist, special education teacher, physical therapist. Third, special education teachers and nursery teachers usually teach for cognitive part, linguistic therapists for communication part, and physical therapists for physical part. Fourth, the topped frequency of duration for their intervention program was less than a month, on the average they were educated during 1 and 3 month. Fifth, the preschoolers were more educated than toddler in nursery facilities. At last, the number of intervention area for toddlers topped physical area, and the number of intervention area for preschooler topped cognitive and linguistic area.

The purposes of this study were to figure the process of development and application of intervention for toddler and preschooler with Developmental disabilities and to analyze the investigation’s data of nursery facilities during 2001 and 2010. The 66,107 data for intervention was collected by On-line Service System. We analyzed intervention program for under 96 months age in order to categorize period for intervention and sectors. The data was analyzed using descriptive statistical analysis, frequencies and percentage with SPSS Win 17.0. The results of this study were as follows. First, now we have supported for toddler and preschooler with developmental disabilities since‘Homi.Info’ System 1.0 has developed in 2001. Second, the number of nursery teacher in nursery facilities topped, followed by linguistic therapist, special education teacher, physical therapist. Third, special education teachers and nursery teachers usually teach for cognitive part, linguistic therapists for communication part, and physical therapists for physical part. Fourth, the topped frequency of duration for their intervention program was less than a month, on the average they were educated during 1 and 3 month. Fifth, the preschoolers were more educated than toddler in nursery facilities. At last, the number of intervention area for toddlers topped physical area, and the number of intervention area for preschooler topped cognitive and linguistic area.

Developmental disabilities, Intervention program, Application