중도중복장애 유아 교육 경험과 지원요구에 대한 질적 메타분석

Abstract

Purpose: This study aimed to analyze the experience and support needs of teachers educating children with severe and multiple disabilities in Korea.
 Method: To achieve this, a qualitative meta-analysis was conducted on the seven published qualitative studies related to the education of children with severe and multiple disabilities published in Korea. The analysis followed the 7-step qualitative meta-analysis method proposed by Noblit & Hare (1988).
 Results: First, teachers showed a primary interest in specific characteristics of children with severe and multiple disabilities, such as health issues, play, and communication-related traits. They aimed to integrate child-centered educational strategies with teacher-led approaches. Second, teachers considered collaboration with hospitals, schools, fellow teachers, and various experts to be crucial. They also emphasized the importance of ongoing and proactive communication with parents in the educational setting. Third, teachers faced challenges in the physical and psychological aspects of educating these children, as well as in the pedagogical approaches. Specifically, they recognized the limitations of play-centered education and the difficulties in setting and executing individualized educational goals.
 Conclusion: This significance of this study lies in its investigation of the experiences and support needs of teachers educating children with severe and multiple disabilities in Korea through qualitative meta-analysis. Through this research, we aim to promote a more accurate understanding and appropriate perception of children severe and multiple disabilities in the early chlidhood educational setting and to provide foundational data for creating an effective educational environment.