• 한국융합학회논문지
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• 제7권6호
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• pp.297-305
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• 2016

본 연구의 목적은 한국의 특수교육보조원제도 운영 상 문제점과 개선방안을 제시하는 것이다. 특수교육보조원제도의 운영상 문제점과 개선방안을 제시하기 위해 연도별 특수교육 통계, 연도별 특수교육연차보고서, 연도별 특수교육 운영계획, 장애인 등에 대한 특수교육법 등을 분석하였다. 특수교육보조원제도의 운영 상 문제점은 첫째, 특수교육보조원 역할의 불명확성, 둘째, 교사와 특수교육보조원 간의 협력 부족, 셋째, 특수교육보조원 관리에 대한 세부적인 지침 미비 등이며, 이러한 특수교육보조원제도의 운영 상 문제에 대한 개선방안으로 첫째, 특수교육보조원의 구체적인 역할에 대한 법제화, 둘째, 특수교육보조원의 전문능력 향상을 위한 연수제도, 셋째, 특수교육보조원 활용 및 관리 방안에 대한 세부적인 지침 개발 등이 요구되고 있다.

• 교육시설 논문지
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• 제21권2호
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• pp.3-12
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• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• 교육녹색환경연구
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• 제17권3호
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• pp.17-25
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• 2018

본 연구는 특수교육대상자 학부모가 자녀의 특수교육기관 선택 시 고려하고 있는 요인 등을 분석하여 특수교육대상자 배치계획에 대한 개선방안을 제시하는 것이며 연구결과는 다음과 같다. 첫째, 특수교육대상자는 유치원 과정이 의무교육임에도 상당수가 초등학교 입학 시 특수교육대상자로 선정되고 있다. 둘째, 특수교육대상자 학부모의 특수교육기관 선택 요인은 교사의 전문성과 교육과정 운영, 자녀의 장애 유형 및 정도, 통학거리 및 통학방법, 교육시설(특별활동실, 치료실 등)로 나타났다. 셋째, 특수교육대상자의 특수교육기관 배치 방식은 통학권내 학교 중 학부모 선택이 가장 많은 것으로 나타났다. 적정한 배치계획 수립을 위해서는 특수교육대상자 수가 정확히 파악되어야 하므로 특수교육대상자 선정 시기는 늦어도 유치원 과정으로 하고, 특수교육기관의 불균형 및 교육시설의 격차를 해소하기 위하여 통학권도 설정해야 할 것이다.

• 한국보육지원학회지
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• 제16권2호
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• pp.67-87
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• 2020

Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2016년도 춘계 종합학술대회 논문집
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• pp.385-386
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• 2016

The amended School Education Act, which was enacted in 2007, stipulated the implementation of the education that enables children with disabilities who attend elementary and middle schools to overcome their difficulties that were caused by their disabilities. In 2014, 49,706 of special needs education supporters were dispatched by using 53 billion Yen through local fiscal measures, which is the amount of budget that can dispatch 46,300 special needs education supporters; 5,638 to public kindergarten, 43,586 to public elementary and middle schools and 482 to public high schools. The number of special needs education supporters has increased steadily.

• 한국식생활문화학회지
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• 제36권1호
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• pp.40-55
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• 2021

The purpose of this study was to provide basic information on the development of nutrition education programs to improve the mealtime behavior of children with autism spectrum disorder (ASD) by investigating the mealtime behavior and food preferences of children with ASD through the perception of special education teachers. Surveys were given to 108 special education teachers in special education schools in Korea regarding the demographic characteristics, nutrition education support needs, mealtime behavior, and food preferences of children with ASD. Most of the special education teachers responded that nutrition education in special schools had not been conducted properly and nutrition education for ASD children is necessary. Mealtime behavior analysis classified the behavior into three clusters: cluster 1, 'less problematic mealtime behavior'; cluster 2, 'general feature of autism'; cluster 3, 'difficulty in self-directed diet'. The age, eating habits, and food preferences were different according to each mealtime behavior cluster. Therefore, it will be necessary to develop a nutrition education program based on the characteristics of mealtime behavior.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제15권2호
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• pp.51-58
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• 2009

These days the trend of special education is changing from special school-based education to special class room based education, and from separated education to integrated education. In accordance with this change, special classes should be planned for multi purposes so that the class room can be used for the place of teaching and learning, guidance, job education. This research surveyed the special teachers working for 937 schools which have special classes(elementary 631, middle 217 high school 89). The result of this survey shows the different responses according to the level of the schools. For education activities, elementary and middle schools put emphasis on curriculum rather than guidance. High education, elementary school should have the places for teaching and learning, student management, play ground. Middle schools give priority to the places for individual learning, computer and practical training. High schools value the places for job education and practical training above for learning.

• 디지털융복합연구
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• 제10권11호
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• pp.681-689
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• 2012

본 연구는 장애학생들의 스마트교육 활성화를 위해 특수교사 관점에서 장애학생들의 스마트교육 활성화 정책을 도출하고 도출한 정책을 기반으로 AHP방법론을 통해 중요도 측면에서 가중치를 분석하였다. 특수교사들이 생각하는 중요한 정책은 스마트교육 콘텐츠 개발, 교수 학습, 스마트교육 네트워크 확보지원, 법률적 기반 마련, 인프라지원 순이었으며 장애학생들을 위한 실질적인 교육 콘텐츠 개발 및 교수 학습 지원 정책이 상대적으로 중요하며 장애학생들을 위한 스마트 콘텐츠 개발 활성화 및 보급 관점에서 스마트교육 정책이 시행되어야 하는 것으로 나타났다.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.305-316
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• 2022

본 연구는 DACUM 기법을 사용하여 유치원 특수학급에 근무하는 유아특수교사의 직무를 분석하고자 하였다. 이를 위해 유치원 특수학급 교육경력이 풍부한 6명의 유아특수교사로 DACUM 위원회를 구성하고 총 6회기의 DACUM 워크샵을 거쳐 직무정의, 직무기술서, 직무명세서를 도출하였다. 그 결과 유치원 특수학급 교사의 직무명세서는 9개의 책무와 53개의 과업으로 구성되었고 직무 기술서는 80개의 지식, 98개의 기술, 22개의 태도로 구성되었다. 유치원 특수학급에 근무하는 유아특수교사는 가정연계지도, 건강과 안전관리, 초등학교 전이지도, 놀이주제에 따른 환경구성, 실내외 놀이 활동지도가 초·중등 특수교사와 차별화된 과업이었다. 지식의 경우는 장애인 등에 대한 특수교육법과 행동수정에 대한 지식이 우선순위를 차지하였고, 기술은 관찰과 기록, 부모면담 및 부모교육기술이, 태도는 전문가와 행정가로서의 태도가 우선순위를 차지하였다. 이러한 직무분석의 결과는 대학에서 직무역량이 높은 유아특수교사를 양성하기 위한 교육과정을 구성하는데 도움을 줄 수 있을 것이다.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.101-106
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• 2022

The Saudi Arabian Special Education Regulations define the role and requirements from teaching assistants within the educational process. Although all public special education programs are subject to such regulations, their implementation in practice sometimes appears contradictory. Therefore, special educators frequently encounter a range of problems when they fail to comply with such regulations. This article discusses how teaching assistants influence the teaching practices delivered to students with disabilities in special education settings. A qualitative case study approach was conducted using 22 semi-structured interviews. The results suggest a need to focus on the role of the teaching assistant in special education classes to ensure exposure to effective learning practices for students with disabilities. Based on these findings, a number of important implications for future practice, in terms adopting appropriate provisions are suggested.