발달장애인 평생교육 전문인력의 전문교사형 자격 융합(convergence) 요구

Abstract

The purpose of this study was to analyze the needs of the professional teacher-type qualification level in fostering professional human resources for lifelong education for individuals with developmental disabilities. As for the research method, FGI was applied by forming five teams for each job type targeting professors, center directors, special teachers, rehabilitation counselors, and speech language pathologists in related fields. First, it was found that the function and context of the school should be reflected in the training of professional manpower for lifelong education for individuals with developmental disabilities from the perspective of professional teacher type. The sub-basins were analyzed for the disconnection of special teachers, diversified educational institutions, long-term approaches to the specificity of developmental disabilities, university-based leadership, road map structure among career-based institutions, one-time experience activities and simple educational opportunities, and interconnected culture of higher education and lifelong education. In the second upper category, standardization of curriculum guidelines was analyzed. Sub-bases include curriculum guidelines-based education program development and operation diversification, individual lifelong education plan (ILEP) document-based performance management, step-by-cycle learning system based on adult life cycle of individuals with developmental disabilities, and in-depth education according to adult life-based ecological assessment for individuals with developmental disabilities. As the third upper category, the evidence-based teaching -learning method was analyzed, and the application of special education evidencebased teaching and learning method linkage was analyzed as lower grounds. In the fourth upper category, differentiation from existing professional manpower qualifications and work competencies was analyzed, and the boundary of the repetitive tendency of special teachers’ work competencies and the expansion of educational competencies tailored to adults with developmental disabilities in the field of rehabilitation sciences were analyzed. According to the research results, it was analyzed that the level of professional teaching type is important in fostering professional human resources for individuals with developmental disabilities, unlike other types of disability, and to this end, measures such as university-based leadership were reviewed and discussed.