장애학생과의 의사소통 어려움과 지원요구 조사 -초등학교 통합학급 교사를 대상으로-
Survey on communication difficulties with students with disabilities and support needs -Focusing on the general educators of inclusive elementary school-
- 주제(키워드) inclusive education , general educator in inclusive classroom , communication difficulties , communication support , 통합교육 , 통합학급 교사 , 의사소통 어려움 , 의사소통 지원
- 주제(기타) 특수교육
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART003040527
- 등재 KCI등재
- 발행기관 한국보완대체의사소통학회
- 발행년도 2023
- URI http://www.dcollection.net/handler/ewha/000000213122
- 본문언어 한국어
초록/요약
배경 및 목적: 본 연구의 목적은 초등 통합학급 교사의 장애학생과의 의사소통의 어려움을 파악하고 지원요구를 알아보기 위함이다. 방법: 통합학급 교사의 장애학생과 의사소통 어려움을 탐색하기 위해, 초등 통합학급 교사 240 명을 대상으로 설문조사를 실시한뒤 기술통계와 빈도분석을 통해 자료 분석하였다. 결과: 통합학급 교사의 장애학생과의의사소통 어려움은 보통 이상이었으며, 통합학급 내 다양한 상황에서 장애학생의 의사소통 반응이 다른 만큼 교사의 대응 또한 다양하였다. 논의 및 결론: 본 연구결과를 토대로 통합학급 내 다양한 학습자를 위한 증거기반의 실제 도입과 행동 문제 지원과 의사소통 지원의 통합, 의사소통 전문가로서 특수교사의 역량강화 필요성을 논의하였다.
more초록/요약
Background and Objectives: The purpose of this study was to find out the difficulties encountered by general educators’ when communicating with students with disabilities in an inclusive elementary classroom and to explore these students’ support needs. Method: To explore the difficulties encountered by the teachers when communicating with students with disabilities, an online survey was conducted on 240 teachers in inclusive elementary school classrooms, and data were analyzed with descriptive statistics such as mean and frequency. Results: The participants showed above-average level of difficulty in communicating with students with disabilities, even though the majority of students with disabilities had verbal communication ability. The teachers showed diverse responses regarding the nonverbal communication behaviors of students with disabilities in various situations within the inclusive classrooms. The nonverbal communication behaviors included challenging behaviors. Conclusion: Based on the results of this study, the necessity of introducing evidence-based practice for various learners in inclusive classrooms, integrating behavioral problem support and communication support, and empowering the capabilities of special educators as communication support experts were discussed.
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