중도중복장애 선정에 대한 특수교육지원센터 교사의 경험과 요구

Abstract

The purpose of this research is to present what systematic supports special education
 teachers demand with reference to evaluation, diagnosis, and selection of students with severe
 and multiple disabilities as well as the actual administration at Special Education Support
 Centers. It has been due to the partial revision of Enforcement Decree of Act on special
 education for persons with disabilities, etc., and therefore the establishment of an additional
 clause to include severe and multiple disabilities as one of the criteria for Article 15 of
 the Act. Qualitative methodologies were used for this research, conducting individual
 interviews of five special education teachers who had experiences in administering assessments
 and evaluations of students with severe and multiple disabilities in order to determine their
 special educational needs. The transcribed data of the interviews were then analyzed with
 the constant comparative analysis. The research findings were categorized into 4 categories,
 9 subcategories, and 19 semantic units, the 4 categories being 1) awareness and experiences
 of special education teachers in relation to severe and multiple disabilities, 2) the process
 and actual administration of evaluation and diagnosis of the disabilities at Special Education
 Support Centers, 3) challenges in evaluation and diagnosis of students with severe and multiple
 disabilities, and 4) systematic supports that special education teachers demand to overcome the challenges. In conclusion, in the process of evaluating and diagnosing students with
 severe and multiple disabilities, special education teachers deal with various challenges such
 as ambiguity of legal requirements for diagnosis and selection, lack of awareness in teachers
 about the legal selection criteria for the students, and the absence of clear guidelines. Therefore,
 they strongly demand administrative and financial supports that are more practical.