특수교육보조원 운용에 대한 특수교사와 장애통합보조원의 인식비교
- Issued Date
- This study aims to identify the perceptions on special education assistant system, targeting special education teachers and special education assistants in special class in regular elementary, secondary and high schools, and present basic data on improvement in the system which will be expanded in the future. For this study, specific questions to be considered are presented as follows:
First, is there a difference in perceptions on qualification and roles of integrated assistants between special education teachers and assistants?
Second, is there a difference in perceptions on training and arrangement of integrated assistants between special education teachers and assistants?
Third, is there a difference in perceptions on use and management of integrated assistants between special education teachers and assistants?
This study interviewed a total of 43 assistants arranged for special education and a total of 41 special education teachers in elementary, secondary and high schools, and special schools using a questionnaire. The questionnaire consists of a total of 34 questions, and 41 copies were distributed to special education teachers and 43 copies were distributed to assistants. Among them, we collected 36 from the former and 33 from the latter. Total return rate was 82.1%. The data collected were analysed with a use of technical statistics(frequency, percentage, and sequence).
The results of the study are summarized as follows:
Frist, in the qualification and functions of the integrated assistants, both groups of the subjects answered that assistants should have high school degree and major in child care and social welfare and the title of the special education assistant is appropriate. They perceived that assistants help teaching and child care based on basic understanding of problematic behaviors and guidance techniques. In respect to conflicts in the assistants' roles between special education teachers and assistants, both groups answered that they had no conflict. Special education teachers answered they seek for help from special education teachers of other schools and the assistants answered they seek for help from assistants of other class.
Second, in training and arrangement of the assistants, both groups answered that a short-term training program should be provided for education of assistants at continuing centers where special education is introduced. For the types of employment, special teachers answered that assistants should be employed as part-time while assistants answered that they should be employed as full-time. Both groups answered that the term of their service should be one year. For the content of training, special education teachers answered that the program should deal with the concept of integrated education, principles, prevention of problematic behaviors, and intervention strategies, features of each disability and adjusting techniques. Both groups answered that they consider 90 hours or 120 hours of basic program and 110 hours of intensive program appropriate.
Third, for use and management of the assistants, both of the groups perceived that they should provide assistance during regular working time, teachers should give instructions to assistance and assistants should record them. When safety problems occur, special teachers answered that teachers and assistants should be responsible for them together while the assistants answered that school managers should be responsible for them.
Both groups answered that special education teachers should evaluate assistants and special education classroom is appropriate as a place of their arrangement.
As examined above, this study present suggestions as follows: The quality of special education should be enhanced through management of problematic behaviors and support of school life of the students with disability. To assure the right to learn through individualized program and to enhance educational achievements, it is necessary to expand regular intensive programs as well as prior training and clarify assistants' tasks. And the assistants should have different training programs and be differently arranged according to different types of disability.
- Alternative Title
- A Comparison of Perception on the Use of Paraprofessionals between Special Education Teachers and Special Education assistants in Gwangju
- Alternative Author(s)
- Park, Min kyeung
- 교육대학원 특수교육
- 교육대학원 특수교육
- 이승희 교수님
- Awarded Date
- 2009. 2
- Table Of Contents
- 목 차
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 4
3. 용어의 정의 4
4. 연구의 제한점 5
Ⅱ. 이론적 배경 6
1. 특수교육보조원 제도의 도입배경 및 법적 근거 6
2. 특수교육보조원 유형 9
3. 장애통합보조원 운영 24
4. 관련 선행연구 고찰 31
Ⅲ. 연구방법 45
1. 연구설계 45
2. 연구대상 45
3. 연구도구 48
4. 연구절차 49
5. 자료분석 50
Ⅳ. 연구결과 51
1. 장애통합보조원의 자격 및 역할에 대한 인식비교 51
2. 장애통합보조원의 교육 및 배치에 대한 인식비교 60
3. 장애통합보조원의 활용 및 관리에 대한 인식비교 68
4. 특수교육보조원 운용에 대한 기타의견 76
Ⅴ. 논의 79
1. 장애통합보조원의 자격 및 역할에 대한 인식비교 79
2. 장애통합보조원의 교육 및 배치에 대한 인식비교 83
3. 장애통합보조원의 활용 및 관리에 대한 인식비교 86
Ⅵ 결론 및 제언 91
1. 결론 91
2. 제언 94
부 록 101
- 박민경. (2008). 특수교육보조원 운용에 대한 특수교사와 장애통합보조원의 인식비교
Appears in Collections:
- Education > Theses(Master)(교육대학원)
- Authorize & License
- Files in This Item:
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.