발달장애학생의 학습과 학교생활 긍정적 변화를 위한 특수교사의 교육용 보조기기 적용 경험의 의미 탐색

Abstract

Objectives The purpose of this study is to examine the application experiences of assistive devices for the pos-itive change of learning and school life of students with developmental disabilities in special schools, and to ex-plore the significance of these experiences. Based on this, we aim to derive measures to activate the use of edu-cational assistive devices.
 Methods To achieve this, in-depth interviews were conducted with six special education teachers who have ex-perience applying assistive devices to students with developmental disabilities. The meaning of these experi-ences was analyzed following a comprehensive analytical procedure for qualitative data, and based on the ana-lyzed meaning of the experiences, measures for activation were also derived.
 Results The results of this study are as follows. First, for future participation in digital educational activities and communication, it is essential to utilize educational assistive devices for students with developmental disabilities. There's a need not just for support centered on special education teachers but for structural support at the school level. In particular, to address the issues revealed in remote learning due to COVID-19, there's a need to expand support for educational assistive devices, provide guides, develop curriculum content based on universal learning design, and increase home support through measures like digital tutors. Second, to enhance the usability of edu-cational assistive devices in school settings, it's necessary to conduct assistive technology assessments for stu-dents with disabilities based on their life stages. For systematic support of educational assistive devices at the national level, there's a need to establish structures like an “Educational Assistive Device Center.”
 Conclusions To apply educational assistive devices for students with developmental disabilities, there's a need to reframe not just as simply providing the devices but as offering individual-centered tailored service support. There's also a necessity to place assistive device experts within special education support centers or similar in-stitutions to ensure comprehensive and continuous assistive technology assessments and post-management at the local level.