장애아동의 취학유예 실태 및 부모의 인식

Abstract

ABSTRACT

An Analysis of the Delay in the Entry of Disabled Children and Parents' Perception - Focusing on Gwangju City -

by Jin-Hee Lee Advisor : Prof. Eun-Hee Jeong, Ph. D Major in special Education Graduate School of Education, Chosun University

This study aims to identify the current status of entrance delay of the children with disabilities and perceptions of their parents on it to present basic data for entrance support to the parents. For the purposes, we interviewed parents of the children with disabilities (N=78) who experienced entrance delay in Gwangju using a questionnaire and a few important results are presented as follows: First, in respect to the current status of entrance delay, most of the delayed children were attending to special education centers because they help parents to have less burden to care children all day long and provide training on therapies. As the children with disabilities had a mean of more than two theraputic services, it was founded that parents had big financial burden from the services along with their demand of the connection with theraputic supports. Parents obtained the information on the entrance delay system from parents of other children with disabilities, which points out the importance and necessity of parent education to share exact routes to obtain proper information. We found that entrance delay of children with disabilities is universal and the systematic aspect of the delay should be considered in respect to the compulsory education for the children with disabilities whose ages are three that will be executed from 2013 according to the Special Education Law. It seems that the parents of children with disabilities accepted one time or two times of delay naturally and parents's subjective judgement had a great influence on delay decision. Therefore, for proper education according to the status of disabilities, appropriate guidance on entrance and parents' right understanding of their children are important conditions for compulsory education for the children with disabilities. Second, there was little difference in decision of delay according to general characteristics of parents. The parents answered that they decided to delay entrance because of delayed cognitive and physical development of their children, and difficulties of adjustment. Mothers had the greatest influence on the delay decision and decided to delay entrance when their children were age of 7 and when it was two or three months immediately before entrance. As the parents could not decide delay in considering their children and surrounding conditions though they had trouble and burden on the entrance of their children, we suggest that specific parents education and educational programs that can relive them of anxiety of entrance should be developed. Usually, they counseled with instructors or directors of care institutes the children were attending in respect to the entrance, and had difficulties in general assessment of children and choice of proper educational institutes. However, children adjusted the institutes they attended before their entrance very well, and satisfaction of the parents was high. So the differences between the institutes before and after entrance should be minimized for cooperation and institutional foundation is required on which children can use proper treatment services they need and which can help children with disabilities and their parents to adjust to new environment due to entrance. Third, there was little difference in parents' perception on entrance delay according to general characteristics of parents. Most of the parents thought that age limit for entrance is not needed because of personal differences between children and the need of right education according to their present levels, but they worried about maladjustment with peers, and less attention to education. So, diversity of disabilities should be recognized and diverse learning processes and methods should be developed along with educational systems in which opportunities of learning are provided after completion of compulsory education. The subjects answered that the focus should be given on instruction of self-help skills, learning and cognition before their children enter school. In making a decision of entrance, they need professional counseling institutes, which it is hoped give helps in choice of proper educational institutes and general assessment of their children. They answered that the procedure to apply entrance delay is satisfying because of its simplicity, but mentioned that they had difficulties due to lack of proper preparation and inattention by schools, and their unfriendly attitudes. So professional counseling institutes involved in entrance should be introduced and support for education of children with disabilities should be enhanced along with promotion of special education support centers.