중도중복장애 학생을 위한 특수교사 직무역량 척도 개발을 위한 기초 연구

Abstract

This study was conducted to improve the quality of education in special education in accordance with the trend of using the basis for job competency as part of improving the expertise of teachers in the school. Due to the recent increase in the proportion of students with severe and multiple disabilities, special teachers have had difficulties in keeping up; this is because the definition of students with severe and multiple disabilities is ambiguous, and the necessary support for them has not been clearly identified. Institutional support for students with severe and multiple disabilities is improved, but schools still have not established specific guidelines for education and support, and opinions on medical support are still divided. Therefore, the purpose of this study is to develop a special teacher job competency scale necessary for the education of students with severe and multiple disabilities. To this, through the Delphi survey, the domains, factors, and items of the special teacher competency scale for students with severe and multiple disabilities were examined. As a result of the study, five domains, 31 factors, and 90 items were finally derived as a special teacher competency scale for students with severe and multiple disabilities. This study is meaningful in that it presented specific education and support guides for special teachers in the education of students with severe and multiple disabilities and became basic data for enhancing the professionalism and quality of education for special teachers.