특수교사의 보완대체의사소통 적용 경험에 관한 내러티브 탐구

Abstract

Background and Objective: In-depth exploration of the experience of special teachers who have applied AAC for extended periods can lead to discussions on how to utilize AAC in special education. The objective of this study was to understand the experience of special teachers applying AAC for students with developmental disabilities. Method: This study was conducted as a narrative inquiry widely used to study teachers' experiences. Participants in this study selected three special teachers with more than 3 years of experience in applying AAC through the purposive sampling. Data collection was mainly done through in-depth interviews. Unstructured interview methods were used to collect data in a natural atmosphere. Results: First, the application of AAC by special teachers was to make up their minds to be 'a guide on the way'. Second, the application of AAC by special teachers was to walk along the 'uneven narrow road'. Third, special teachers tried to find a feasible path in a given environment to apply AAC. Fourth. special teachers applying AAC were walking on different paths with their own guidance. Conclusion: It was found that the AAC application system should be established by examining the experience of AAC application of study participants. In addition, AAC needs to be dealt with more explicitly in the basic curriculum. A demand for fostering AAC experts who will play a central role in the school-wide AAC system by unit school or region is also confirmed.