통합적 문헌 고찰을 통한 장애 유아의 초등학교 전이 지원 관련 국내 연구 동향 분석

Abstract

This study analyzed the domestic research trends related to transition support for young children with disabilities using the Integrative Literature Review proposed by Whittemore and Knafl(2005). From 1999 to August 31, 2022, data were searched with related keywords among papers published in the domestic database, and 43 papers were finally selected according to specific selection and exclusion criteria. The research results are as follows. First, in 2007, when the「Act on Special Education for Persons with Disabilities」was enacted and in 2010, when compulsory education for 5-year-old children began, research on transition support for young children with disabilities was most actively conducted, and qualitative research targeting various related persons in various academic fields and quantitative and mixed studies were performed. As for the research topics, teachers’ and parents’ perceptions and experiences of transition support, elementary school selection factors/standards, connection with early childhood education, parenting stress, and the background of school probation were mentioned. Second, transition support for children with disabilities by level was analyzed at macro level, moderate level, and micro level. Third, problems such as lack of awareness among teachers, lack of awareness among related persons, lack of information on connection between early childhood and elementary school, and insufficient follow-up guidance were identified as obstacles hindering transition support for children with disabilities. Based on the results of this analysis, in the future, an institutional device for transition support should be prepared in which young children with disabilities and their families play a leading role while receiving professional support from related people rather than relying only on individual teachers’ capabilities.