자폐성장애를 지닌 특수교육대상자 선정에 대한 특수교육지원센터 특수교사의 경험과 인식

Abstract

The purpose of this study was to examine the special education teachers’ evaluation experience and perception for determining special education eligibility for students with autism spectrum disorder (ASD). For this reason, focus group interviews were conducted with 12 special teachers who are currently in charge of diagnostic evaluation at the Special Education Support Center. As a result of analyzing the focus group interview data, five main themes and 16 sub-themes were derived. The main themes were: 1) the meaning and significance of determining special education eligibility for students with ASD; 2) experience in the diagnostic evaluation process; 3) experience and effort in diagnostic evaluation; 4) remaining limitations and difficulties; and 5) needs for a reasonable eligibility determination system and diagnostic evaluation tools for students with ASD. Based on these results, we conclude that the process of determining special education eligibility for students with ASD should be conducted as part of the special education delivery system. Additionally, future directions for valid and reliable screening and diagnostic evaluation tools were discussed.