장애 유아의 가족지원 프로그램 실태 및 교사의 인식에 관한 연구

Abstract

ABSTRACT

A Study on the Current Status of Family Support Program in Disabled Child Care Center and Teachers' Recognition

Giyoung Kim Advisor : Prof., Nam-Soon Kim Major in Special Education Graduate School of Education, Chosun University

This study aims to identify the current status of family support system provided in disabled child care centers and to recognize it, and to provide basic data for more efficient and practical support program. The questions to be considered in this study are presented as follows: First, how is the current management status of the family support programs for infants with disability? Second, is there any difference in recognitions of teachers on the family support program according to variables of teachers? For this study, we interviewed teachers to identify their recognition on the program using a questionnaire, targeting 128 disabled child care centers nationwide And for the analysis of the collected data, we carried the following tests using SPSS: frequency analysis, means analysis, one-way ANOVA, multi-respondence analysis, test, and Turkey HSD The results obtained through the study are summarized as follows: First, in respect to the current status of family support program, they answered that more family support programs are provided in fields of overall special education(7 items), education and guidance(7 items), rights and welfare(4 items), and solutions of difficulties families have(13 items). According to the age, licenses and career of teachers, there was no statistically significant difference, but more teachers who work in special cities answered that rights and welfare of teachers are considered in the program. Most teachers responded that a main method to execute the family support program is counseling, but there is no answer on borrowing service of books and videotapes, and information from the Internet web-sites. Most of the subjects answered that decision makers in planning the family support program are teachers. When the groups were analysed, many teachers whose ages are under 29 answered that teachers plan the program while those whose ages are over 40 answered that the directors plan it. Most of the subjects answered that the need of families are reflected in deciding the family support program, and the problem of the program is poor financial support. When the groups were analysed, teachers whose careers are less than three years considered this item more seriously than those whose careers are more than three years. Second, in respect to the recognition of teachers on the family support program, many subjects answered that decision in planning the program should be made through agreements between parents and teachers, and parents' interest in the program was average. Many subjects answered that the biggest effect of the family support program was that parents obtained psychological stability. When teachers' answers on the family support program are categorized into six items and they were analysed, many answered that the program should be expanded. Through the results above, this study presents suggestions for further research on the family support program for the infants with disabilities as follows: Further studies should be expanded for generalization to other institutes, and multi-faceted studies for which opinions of parents and siblings are reflected and diversified research using intensive interviews for exact information should be developed.