earticle

영어

Under a 7-year utilization of para-professionals, the purpose of this study was made to examine the actual conditions of utilizing para-professionals, its relevant problems, and the desirable role of para-professionals for the integrated curriculum.
The studying method is applied by the special education teachers related with the integrated curriculum for the role of para -professionals, general education teachers, para-professionals, parents of the disabled children, individual counselling of normal children in integrated c1asses and participant observation of researchers inc1uding field reports. Followings are the results extracted by this study.
Having a c10se look at the actual conditions of utilizing the para-professionals, it was characterized by following roles of para-professionals; aiding the individual desire such as caring, eating, putting on or off c1othing, using a rest room and something, aiding security guide or health care such as security protection on the way to school or from school, aids for meal service and something, aiding or mediating the communication with normal children and something, aiding the communication such as basic language instruction, aiding behavior such as handling problematic behavior, fixing problematic behavior and something, and aiding teaching such as c1ass participation, c1ass preparation, following teacher' s instruction and something.
Having a close look at the problems from the utilization of para-professionals, each study participant made a significant difference in the awareness of possibility of aids from peers. Aiding may work as a burden according to the degree of understanding the handicap from normal children or the attitude to serve. Also, there is no agreements on the standard how far the para-professionals' aiding is required for the handicapped children to stand their own feet and adjust to integrated classes among special education teachers, general education teachers and para -professionals.
For the active performance of para-professionals, there should be a clear guidance and coherent cooperation between the general education teachers and special education teachers. Also the para -professionals should be served as an appropriate modeling, while they are aiding and recalling for developmental independence.
Furthermore, the para -professionals should take charge of mediating or intervening in mutual relationship between normal children and disabled children.

한국어

본 연구는 초등학교의 통합학급의 특수교육보조원 활용 실태와 문제점， 통합교육을 위한 바람직한 역할을 탐색함으로써 통합교육이 올바르게 정착해가는 계기를 마련하고자 하였다. 특수교육보조원이 배치된 4개교의 특수학급교사， 통합학급교사， 특수교육보조원， 장애아동 학부모， 일반아동을 1 명씩 선정하여 심층면담， 참여관찰， 현장기록의 질적연구 방법을 활용하였다.
특수교육보조원의 활용실태를 살펴보면 신변처리， 먹기， 옷 입고 벗기， 화장실 사용 등의 개인적 목구지원， 학교 내， 외 이동 중 안전보호， 급식지원 등의 건강보호 및 안전지원， 일반아동과의 의사소통 중재 및 지원， 기본 생활 언어 지도 등의 의사소통 지원， 문제행동 다루기， 문제행동 수정하기 등의 행동지원， 수업 참여， 수업 준비， 교사의 지시 따르기 등의 교수적 지원을 하고 있었다.
특수교육보조원 활용에 따른 문제점을 살펴보면 지원 정도에 대한 합의가 없고， 통합학급 교사나 일반아동의 관심 부족 현상， 교수적 지원이 거의 이루어지지 않고 있으며， 통합학급 교사의 명확한 지도 방침이 없고 유기적인 협력체제가 부족한 점을 들고 있다.
성공적인 통합교육을 위한 바람직한 역할은 일반아동의 효율적인 활용과， 통합학급교사， 특수학급교사의 명확한 지도방침의 수립， 긴밀한 협력， 모델링 및 적절한 지원과 철회， 상호작용을 돕는 중재 역할 등으로 연구되었다.