CHOSUN

특수교육보조원 유형에 따른 특수교육보조원제도에 대한 특수교육보조원과 특수교사의 인식비교

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Author(s)
신은주
Issued Date
2009
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.
Alternative Title
A Comparison of Perception on the Special Education Paraprofessional System between Paraprofessionals and Special Education Teachers according to the Types of Paraprofessionals
Alternative Author(s)
Shin, Eun Ju
Affiliation
조선대학교 교육대학원
Department
교육대학원 특수교육
Advisor
이승희
Awarded Date
2009. 8
Table Of Contents
목 차

표목차 ⅴ
그림목차 ⅶ
ABSTRACT ⅷ

Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 4
3. 용어의 정의 5
4. 연구의 제한점 6

Ⅱ. 이론적 배경 8
1. 특수교육보조원제도의 의의와 법적 근거 8
1) 특수교육보조원제도의 의의 8
2) 특수교육보조원제도의 법적 근거 9
2. 특수교육보조원의 유형 11
3. 특수교육보조원제도의 운용 실태 13
1) 유급특수교육보조원제도의 운용 실태 13
(1) 유급특수교육보조원의 자격 및 역할 13
(2) 유급특수교육보조원의 교육 및 배치 16
(3) 유급특수교육보조원의 활용 및 관리 17
2) 장애통합보조원제도의 운용 실태 22
(1) 장애통합보조원의 자격 및 역할 22
(2) 장애통합보조원의 교육 및 배치 23
(3) 장애통합보조원의 활용 및 관리 24
3) 공익근무요원제도의 운용 실태 26
(1) 공익근무요원의 자격 및 역할 26
(2) 공익근무요원의 교육 및 배치 30
(3) 공익근무요원의 활용 및 관리 32
4. 관련 선행연구의 고찰 33

Ⅲ. 연구방법 46
1. 연구설계 46
2. 분석대상 46
3. 분석대상 설문지 51
4. 연구절차 52
5. 자료분석 52

Ⅳ. 연구결과 53
1. 특수교육보조원의 자격 및 역할 53
1) 특수교육보조원의 학력 53
2) 특수교육보조원 역할에 적절한 사람 54
3) 특수교육보조원 명칭의 적절성 55
4) 특수교육보조원 명칭이 적절한 이유 56
5) 특수교육보조원의 자질 57
6) 장애아동 지원하기 위해 가장 중요한 것 60
7) 특수교육보조원 역할과 관련된 특수교사와
특수교육보조원의 갈등 62
8) 특수교육보조원 역할과 관련된 상담 대상 64
9) 특수교육보조원에 대한 역할수행 지시방법 65
2. 특수교육보조원의 교육 및 배치 66
1) 특수교육보조원의 양성 교육방법 66
2) 특수교육보조원의 고용형태 67
3) 특수교육보조원의 임기 68
4) 특수교육보조원의 연수내용 69
5) 특수교육보조원 직무연수 기초 과정 73
6) 특수교육보조원 직무연수 심화과정 74
7) 특수교육보조원 직무연수과정의 만족도 75
8) 특수교육보조원 배치․운영의 장점 76
3. 특수교육보조원의 활용 및 관리 78
1) 특수교육보조원의 근무시간 78
2) 특수교육보조원의 업무관리 방법 79
3) 특수교육보조원의 인사관리 80
4) 특수교육보조원 배치에 효과적인 영역 82
5) 특수교육보조원의 책임한계 84
6) 특수교육보조원의 평가자 86
7) 특수교육보조원의 배치장소 87
8) 특수교육보조원의 근무자세 87
9) 특수교육보조원과 지원영역별 활동계획 90

Ⅴ. 논의 91
1. 특수교육보조원의 자격 및 역할 91
1) 특수교육보조원 유형에 따른 특수교육보조원의 인식차이 91
2) 특수교육보조원 유형에 따른 특수교사의 인식차이 94
3) 특수교육보조원 유형에 따른 특수교육보조원과
특수교사의 인식차이 비교 96
2. 특수교육보조원의 교육 및 배치 98
1) 특수교육보조원 유형에 따른 특수교육보조원의 인식차이 98
2) 특수교육보조원 유형에 따른 특수교사의 인식차이 100
3) 특수교육보조원 유형에 따른 특수교육보조원과
특수교사의 인식차이 비교 102
3. 특수교육보조원의 활용 및 관리 104
1) 특수교육보조원 유형에 따른 특수교육보조원의 인식차이 104
2) 특수교육보조원 유형에 따른 특수교사의 인식차이 106
3) 특수교육보조원 유형에 따른 특수교육보조원과
특수교사의 인식차이 비교 109

Ⅵ. 결론 및 제언 112
1. 결론 112
1) 특수교육보조원의 자격 및 역할 112
2) 특수교육보조원의 교육 및 배치 114
3) 특수교육보조원의 활용 및 관리 117
2. 제언 121

참고문헌 122
Degree
Master
Publisher
조선대학교 대학원
Citation
신은주. (2009). 특수교육보조원 유형에 따른 특수교육보조원제도에 대한 특수교육보조원과 특수교사의 인식비교
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/5059
http://chosun.dcollection.net/common/orgView/200000238495
Appears in Collections:
Education > Theses(Master)(교육대학원)
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