특수교육보조원 유형에 따른 특수교육보조원제도에 대한 특수교육보조원과 특수교사의 인식비교

Abstract

ABSTRACT A Comparison of Perception on the Special Education Paraprofessional System between Paraprofessionals and Special Education Teachers according to the Types of Paraprofessionals

Eunju Shin Advisor : Seunghee Lee, Ph.D. Major in Special Education Graduate School of Education, Chosun University

This study compared the perceptions on the special education paraprofessional system between paraprofessionals and special education teachers according to the types of paraprofessionals(paid special education, integrated paraprofessionals and public interest service personnel) in order to provide specific data on use of the paraprofessional system. For this, the following questions are presented: First, how is the perception of paraprofessionals and special education teachers on the qualification and roles of paraprofessionals? Second, how is the perception of paraprofessionals and special education teachers on the education and arrangement of paraprofessionals ? Third, how is the perception of paraprofessionals and special education teachers on the use and management of paraprofessionals? The results are presented as follows: First, this study identified the differences in perceptions on the qualification and roles of paraprofessionals between paraprofessionals and special education teachers. As a result, it was found that there was no significant differences in perception on appropriateness of title, the reason, conflicts according to qualification and roles of paraprofessionals, and how to instruct tasks, but there was a difference in perception according to education of paraprofessionals, adequacy, what is the most important to support children with disabilities, and subjects to consult with about roles. Then it identified the difference in perceptions between paraprofessionals and special education teachers according to their types and found that there was no significant difference in perception according to on appropriateness of title, the reason, conflicts according to qualification and roles of paraprofessionals, and how to instruct tasks, but there was a difference in perception according to education of paraprofessionals, adequacy, what is the most important to support children with disabilities, and subjects to consult with about roles. Second, it identified the differences in perception of special education teachers on education and arrangement of paraprofessionals according to their types and found that there was no significant difference in perception according to types of hiring, service terms, intensive job training, satisfaction in job training, arrangement and management of paraprofessionals, but there was a significant difference in perceptions on how to train paraprofessionals, contents of job training, and basic and intensive programs of job training, and advantages in arrangement and management of paraprofessionals. And we examined the difference in perception of paraprofessionals and special education teachers according to types of paraprofessionals and found that there was no significant difference in perception on types of hiring, service terms, and satisfaction in job training, but there was a significant difference in perceptions on how to train paraprofessionals, contents of job training, and basic and intensive programs of job training, and advantages in arrangement and management of paraprofessionals. Third, it looked at the difference in perception on use and management of paraprofessionals according to their types and found that there was no significant difference in perception on working hours, task management, judges, places of arrangement and working attitudes, but there was a significant difference in perceptions on personnel administration, effective area for this system, limit of responsibility, and activity plans for each support area. Then we examined the differences in perception of special education teachers according to paraprofessionals and found that there was no significant difference in perception on working hours, task management, judges, and places of arrangement, but there was a significant difference in perceptions on personnel administration, effective area for this system, limit of responsibility, working attitude and activity plans for each support area. According to types of paraprofessionals, there was no significant difference in perception between paraprofessionals and special education teachers on working hours, task management, judges, and places of arrangement, but there was a significant difference in perceptions on personnel administration, effective area for this system, limit of responsibility, working attitude and activity plans for each support area.