장애통합보육을 실천하는 교사의 어려움과 제도적 방안연구

Abstract

Objectives The purpose of this study is to identify the challenges of implementing integrated childcare in public childcare centers for infants and toddlers with disabilities and to identify institutional measures to implement integrated childcare.
 Methods Face-to-face interviews were conducted with three disability childcare teachers working in state-run integrated childcare centers in Seoul and Gyeonggi-do, and non-face-to-face interviews were conducted with three early childhood specialists to collect and analyze the data.
 Results The difficulties of teachers practicing disability integrated childcare are, first, the diversification of qualifications for teaching infants and toddlers with disabilities, and second, the lack of education and training opportunities for disability integrated childcare teachers. Third, they are faced with admission criteria that is inconsiderate of the childcare facility, and fourth, the therapeutic importance for children with disabilities is overlooked. The institutional measures to improve the quality of disability integrated childcare are: first, reforming childcare programs to strengthen professionalism; second, establishing an integrated childcare advisory system linked to cooperative institutions, industries and government; and third, establishing customized integrated childcare operation standards.
 Conclusions This study is meaningful in that it suggests institutional measures to improve the quality of integrated childcare for infants and toddlers with disabilities through the voices of childcare teachers and early childhood specialists. It recommends further research that combines a qualitative study that conveys various voices of integrated childcare and a survey on the operational and physical environment to improve the quality of integrated childcare.