전문상담교사 및 특수교사의 특수아상담에 대한 인식 분석

Abstract

The purposes of this study was to examine the competency required for counseling for special children through the experiences and perceptions of school counselors and special education teachers on counseling for special children in the educational field. A structured interview was conducted with three teachers (two school counselors, one special education teacher) who had worked at a special school or non-special school for more than one year. An interview questionnaire was prepared and used for the experience and perception of counseling for special children by referring to previous studies. The data were analyzed based on key terms referring to the phenomenological and qualitative research method. As a result of the analysis, school counselors recognized counseling, As a result of the analysis, school counselors recognized counseling that could not use verbal intervention as ‘special child counseling’. Second, In the process of educating counselors, they did not take counseling for special children or experienced counseling practice at special schools. The competency required for counseling for special children was suggested as training focusing on understanding and practice of disability. Third, counseling for children with special needs is almost nonexistent, and counseling for special children by a school counselor working at a special school is being conducted for students who can communicate verbally. Finally, Through the results of this study, first, it was confirmed that a specialized curriculum should be opened and operated in counseling for special children in the process of educating schooll counselors, and it was necessary to discuss the scope of duties of counselors with special needs related to counseling.