Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

The Recognition of Special Teachers for Early Childhood about the Guarantee of Rights of Infants and Toddlers with Disabilities

유아특수교사의 장애영유아 권리보장에 대한 인식

  • Kim, Sam-Sup (Department of Early Childhood Special Education, Joongbu University)
  • 김삼섭 (중부대학교 유아특수교육과)
  • Received : 2019.01.03
  • Accepted : 2019.02.20
  • Published : 2019.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate whether there are any differences in the recognition of the level of the guarantee of the rights of infants and toddlers according to the teachers' variables(gender, age, working experience) and institutional variables (institution type, establishment type, scale, area). We surveyed 365 special education teachers and found out differences. The results are as follows. First, there was no difference in the recognition according to gender. Second, there was no difference in the recognition according to age. Third, there was no difference in the recognition by working experience. Fourth, the recognition by type of educational institution showed that there were differences in the ambit of rights to life, protection, development, and participation. Fifth, the recognition according to the establishment type showed there were differences in the rights to life and development. On the other hand, there was no difference in the rights to protection and participation. Sixth, there were differences in the recognition about the rights to life, protection, development, and participation according to the scale of the education institutions. Seventh, there were no differences in the region. The results of this study can be used as basic data for establishing policy for the promotion of educational rights for infants with disabilities.

이 연구에서는 유아특수교사의 장애영유아 권리보장 수준에 대한 인식이 교사변인(성, 연령대, 근무경력)과 교육기관 변인(유형, 설립형태, 규모, 지역)에 따라 차이가 있는가를 알아보았다. 이를 위해 유아특수교사 365명을 대상으로 설문조사를 실시하였고, 자료분석은 t-검증 및 F-검증을 실시하였는데 그 결과는 다음과 같다. 첫째, 유아특수교사 성별 인식 차이는 없고, 둘째, 유아특수교사의 연령대별 인식 차이도 없으며, 셋째, 유아특수교사의 근무경력별 인식 차이도 없는 것으로 나타났다. 넷째, 교육기관의 유형별 인식 차이는 생존권, 보호권, 발달권, 참여권 영역 모두 차이가 있는 것으로 나타났다. 다섯째, 교육기관의 설립형태별 인식 차이는 생존권과 발달권은 차이가 있고, 보호권과 참여권은 차이가 없는 것으로 나타났다. 여섯째, 교육기관의 규모별 인식 차이는 생존권, 보호권, 발달권, 참여권 영역 모두 차이가 있는 것으로 나타났다. 일곱째, 교육기관의 지역별 인식 차이는 없는 것으로 나타났다. 이와 같은 연구결과는 장애유아의 교육권 증진을 위한 정책을 수립하는데 기초자료로 활용할 수 있을 것이다.

Keywords

Table 1. Sociodemographic characteristics of early childhood special education teachers

DJTJBT_2019_v17n2_475_t0001.png 이미지

Table 2. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to gender

DJTJBT_2019_v17n2_475_t0002.png 이미지

Table 3. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to age

DJTJBT_2019_v17n2_475_t0003.png 이미지

Table 4. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to working experience

DJTJBT_2019_v17n2_475_t0004.png 이미지

Table 5. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to institution type

DJTJBT_2019_v17n2_475_t0005.png 이미지

Table 6. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to establishment type

DJTJBT_2019_v17n2_475_t0006.png 이미지

Table 7. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to scale

DJTJBT_2019_v17n2_475_t0007.png 이미지

Table 8. Recognition differences in the level of assurance of infant and toddler rights of early childhood special education teachers according to region

DJTJBT_2019_v17n2_475_t0008.png 이미지

References

  1. S. K. Yang. (2012). A study on early childhood teachers' recognition of children's rights. Journal of Child Education, 21(2), 181-196.
  2. Y. H. Lee. (2012). Protecting the rights of children with disabilities. Journal of the Right of Children with Disabilities, 3(2), 1-13.
  3. J. H. Kim. (2014). A study on early childhood teachers' perception of rights of young children and implementation status. Korean Society of Children's Literature & Education, 15(3), 343-364.
  4. J. H. Yoon. (2006). A study on model on perception and practice of teachers and parents of child's rights of early childhood institution. Master's thesis. Dongkook University, Seoul.
  5. J. R. Lee, E. Y. Kim, J. W. Eom & K. S. Kang. (2012). Including children with special needs in early childhood settings: Present and advanced plan. Seoul: Korea Institute of Child Care and Education.
  6. S. A. Kim. (2007). An new tasks and alternative approach for Korean early child education. 2007 Conference of Korean Early Childhood Special Education(1-27).
  7. S. A. Kim. (2009). An examining on important matters for efficiently performing the compulsory early childhood special education: Finding & diagnose, teachers, schools. Korean Journal of Special Education, 44(1), 213-236.
  8. S. A. Kim. (2011). A study on the possibility & limitation of "regarding as compulsory education of early childhood special education" through analyzing the statistic reality of child care-centers for children with developmental delayed. Korean Journal of Early Childhood Special Education, 11(1), 41-71.
  9. K. R. Kim. (2009). Discussion on the Compulsory Early Childhood Special Education. 2009 Conference of the Korean Society of Special Education(pp. 67-76.). Seoul: Koren Society of Special Education.
  10. H. O. Park, H. K. Kang, T. H. Kwon, E. J. Kim, J. H. Kim & Y. S. Back. (2011). A survey of recognition and demand on compulsory education for young children with special needs. Korean Journal of Early Childhood Special Education, 11(3), 175-204.
  11. K. J. Lee & S. H. Park. (2005). Delay of elementary school enrollment of children with disabilities : Mothers' opinions and interpretations. Korean Journal of Early Childhood Special Education, 4(2), 43-74.
  12. H. S. Kim & H. Y. Kim. (2010). The survey of parent's awareness about transition from kindergarten to elementary of preschool children with disabilities. The Korean Journal of Visual Impairment, 26(3), 66-85.
  13. J. H. Lee, S. A. Kim, H. O. Park & B. I. Lee. (2009). A study on model development for early intervention at daycare center for free appropriate service. Asan: National Institute of Special Education.
  14. S. H. Lee, H. O. Park, S. J. Lee & S. R. Oh. (2013). An analysis of research literature on educational system and policy to facilitate compulsory education for preschoolers with special needs. Korean Journal of Early Childhood Special Education, 13(4), 209-231.
  15. S. H. Lee, S. J. Lee, H. O. Park, J. A. Rho & S. A. Yoon. (2014). A Study of Perception and Support Needs of Teachers and Parents to Enhance the Compulsory Education of Young Children with Disabilities. Korean Journal of Special Education, 49(1), 373-401.
  16. J. R. Yoon, J. R. Won, H. S. Kwon, J. S. You & J. Y. Kim. (2005). A survey on inclusion of school-aged children with disabilities. Seoul: National Human Right Commission of Korea.
  17. S. S. Kim, E. H. Park & K. R. Kim. (2014). A study on education right improvement of students with disabilities in inclusion education. Seoul: National Human Right Commission of Korea.
  18. K. R. Kim & S. S. Kim. (2015). Human rights violation of students with disabilities in inclusive education. Special Education Research, 14(2), 57-79. https://doi.org/10.18541/ser.2015.06.14.2.57
  19. J. Y. Lee & S. H. Kang. (1997). A study on recognition of children for children's rights. Journal of the Right of Children with Disabilities, 1(1), 65-83.
  20. S. J. Ryu. (2012). A survey study of children's rights and practice of safeguard for children's rights perceived by early childhood teachers. Master's thesis. Kyungsung University, Busan.