통합교육을 위한 언어재활사의 협력적 접근에 대한 유아교사 인식

Abstract

The purpose of this study is to investigate collaborative factors of speech language pathologists that early childhood teachers perceive, and to provide basic data required for collaborative approach of speech therapy support in the field of integrated education in the future. The investigation was conducted on 200 early childhood teachers who work in kindergartens located in Ulsan Metropolitan City, and conducted descriptive statistics analysis, independent sample t-test, and one-way Anova to investigate collaborative factors(information gathering, operation, effect, technical correction) of speech language pathologists according to the background variables of early childhood teacher(academic background, teaching career, certificate, presence of targets for speech therapy in class, experience in teaching targets for speech therapy. First, according to the research result, ‘professionalism of speech therapy diagnosis’ showed the highest computation among questions on collaborative approach of early childhood teacher and speech language pathologist, and ‘moderating effect of speech language therapy’ showed the lowest average. Whereas ‘the effect of cooperation team’ showed the highest average, ‘information gathering’ showed the lowest average in ‘information gathering of cooperation team’ area. Secondly, awareness of collaborative approach of speech language pathologist according to the background variable of early childhood teacher showed a significant difference in academic background, teaching career, and certificate variables, and it was identified that there is no significant difference in variables as presence of targets for speech therapy in class and experience in teaching targets for speech therapy. To sum up, awareness of early childhood teachers for collaborative approach of speech language pathologist showed difference in information gathering, operation, effect, and technical correction of cooperation team according to the background variables of teachers.