어린이집 교사의 자폐성 장애에 대한 지식과 자폐성 장애유아 통합보육에 대한 인식

Abstract

Research on the nursery school teachers’ knowledge of autistic disorders and the inclusive nursery of young children with such disorders is very insufficient. The purpose of this study was to examine nursery school teachers’ knowledge about autistic disorders and their awareness on the inclusive nursery of young children with such disorders. A total of 127 people participated in this study by responding to a survey on their knowledge about autistic disorders and awareness on the inclusive nursery of young children with such disorders. The study found that nursery school teachers had limited knowledge of the causation, disability characteristics, and effective intervention methods of autistic disorders, and had some misconceptions. Nursery teachers generally had low teaching efficacy for disabled and autistic infants, but expressed a positive perception of integrated care for children with autism. Teachers expressed strong affirmation about the need for support for paraprofessionals and facilitating interaction with peers as factors for successful integrated childcare. There were differences in the level of teachers working in disability specialized daycare centers, disability integrated daycare centers, and general daycare centers in their awareness of the important factors for the implementation of integrated care in general classrooms and the successful integrated education of children with autistic disabilities. In this study, we proposed the educational direction of daycare teachers for integrated care of children with autism disorders and future research tasks.