특수교육지원센터의 현황 및 개선방향

Abstract

The purpose of this study was to propose the directions for improving the special education resource centers by examining their current status in terms of functions, personnel, and facilities. A total of 98 centers were selected by stratified and systematic sampling from 187 centers across the nation. Representatives from 92 of 98 centers responded to the questionnaire during the summer of 2010. The major findings were as follows: First, special education resource centers were reported to be putting priorities in the order of itinerant teaching, assessment, instructional support, and information management. They needed to to make improvement in early finding, continuing education for special education teachers, therapeutic support, support for family counseling, transition services, and special education administration. Secondly, special education resource centers were found to be hiring an average of 0.53 secondary special education teachers and 0.48 elementary special education teachers. The need for hiring the personnel was in the order of elementary special education teacher, speech/language pathologist, special vocational educator, secondary special education teacher, etc. Finally, the centers were found to have assessment instruments, instructional materials, and assistive devices and softwares sufficient to support students with special education needs in inclusive settings. However, they ran much short of rooms for counseling, providing therapeutic services, assessing students, supporting transition-related activities.