경계선급 지적 기능 학습자의 생애주기별 특성과 교육지원 요구: 경기도를 중심으로

Abstract

In this study, we examined the perceptions of parties, parents, teachers, and experts regarding
 characteristics and educational support needs by life cycle of learners with borderline intellectual
 functioning, focusing on Gyeonggi-do. A total of 52 people were selected as research participants,
 including 6 adolescents with borderline intellectual function, 6 young adults, 8 parents, 13 teachers,
 and 19 relationship experts, and in-depth interviews were conducted. As a result of analyzing the
 interview data through continuous comparative analysis, the interview results were divided into 16
 superordinate categories and 38 categories centered on two main themes such as characteristics
 and educational support needs of learners with borderline intellectual functioning. Regarding
 subcategories, 82 contents were derived. Learners with borderline intellectual functioning who
 participated in the study were experiencing difficulties in learning and social adaptation throughout
 their entire life cycle, from preschool to adulthood, and related experts said that life cycle-specific
 support at the national level was needed for these learners. Based on the research results,
 implications on the direction of support for each life cycle were presented.