초록 열기/닫기 버튼
[목적] 본 연구는 특수교육지원센터 영아학급에서 운영하는 개별화가족지원계획(IFSP)에 관한 유아특수교사의 인식과 요구를 알아보는 데 목적이 있다. [방법] 이를 위하여 서울 지역 특수교육지원센터 영아학급 담당 경험이 있는 5명의 유아특수교사를 대상으로 심층 면담을 하였다. [결과] 연구 결과 3개의 상위범주, 11개의 하위범주, 29개의 주요 내용이 도출되었다. 구체적인 연구결과는 다음과 같다. 첫째, 영아학급 담당 교사는 IFSP가 교사와 영아, 가족들에게 필요하다고 인식하였으나, IFSP에 대한 직전 교육에 큰 차이가 있었다. 둘째, IFSP와 IEP는 같은 뿌리를 가지고 있으나 장애영아 교육에 특화된 프로그램이나 작성 및 실행에 대한 구체적인 기준이 없었다. 또한, 담당자가 매년 바뀌고, 업무가 과중하여 어려움이 있었다. 셋째, 장애영아를 직접 만나지 않고 IFSP를 수립 및 평가하고 있어 운영에 회의감이 들었고, 가족들이 IFSP의 필요에 공감하지 못하여 참여를 유도하는 데 어려움이 있었다. 넷째, IFSP의 효과적인 안착을 위해 실행방법의 개선을 요구하였다. 또한, IFSP의 실행개선은 영아학급 운영 방법의 개선과 병행되어 영아학급 활성화의 기초가 되길 희망하였다. [결론] 이 연구는 특수교육지원센터 영아학급의 효율적인 IFSP 실행 방안 마련에 기초자료로 활용될 수 있을 것이다.
[Purpose] The purpose of this study is to find out the perceptions and needs of early childhood special teachers regarding the Individualized Family Service Plan(IFSP) implemented in the infants and toddlers’ classes of the special education support centers. [Method] In-depth interviews were conducted with five early childhood special teachers who had experience in charge of infants and toddlers’ classes at special education support centers in Seoul. [Results] As a result of the study, 3 upper categories, 11 lower categories, and 29 main contents were derived. The specific research results are as follows. First, teachers in charge of infants and toddlers’ classes recognized that IFSP was necessary for teachers, infants, toddle and families. However, there were large differences in the expertise of IFSP. Second, IFSP and IEP have the same roots, but there was no specific standard for programs specialized in the education of younger children with disabilities or writing and implementation. In addition, the persons in charge are changed every year, and there were difficulties due to heavy workload. Third, participants felt skeptical about the implementation of the IFSP as they established and evaluated the IFSP without directly meeting infants and toddles with disabilities. In addition, there was difficulty in inducing participation as the families did not sympathize with the needs of the IFSP. Fourth, it was recognized that the implementation needs to be improved for the effective settlement of the IFSP. In addition, it was hoped that the implementation improvement of the IFSP would serve as a basis for vitalizing the infants and toddlers’ classes in parallel with the improvement of the infants and toddlers’ classes implementation. [Conclusion] This study can be used as basic data to prepare effective IFSP implementation plans for infants and toddlers’ classes at special education support centers.
키워드열기/닫기 버튼
Special Education Support Centers, Class for Infants and Toddles with Disabilities, Individualized Family Service Plan(IFSP), Early Childhood Special Education Teacher
