특수학급 발달장애 학생의 초·중등 학교급 전환에 요구되는 교육지원요소 탐색: 개념도 방법을 적용하여

Abstract

The purpose of this study was to explore the elements of educational support required for the transition to primary and secondary school levels for students with developmental disabilities in special education classes. For this purpose, a total of 22 elementary and secondary school special education teachers were interviewed, resulting in a total of 70 statements. Based on the derived statements, a total of 40 special education teachers were recruited, and similarity classification and importance evaluations (5 Likert scale) were conducted by them. Concept System Core 4.0 software was used for a concept mapping analysis. The derived educational support elements were presented in two dimensions (st=0.219) in terms of supporting subjects (students’ self - supporters) and support types (prerequisite -on-going support) and grouped into 8 clusters. The clusters were grouped as the following: 1) Support for enhancing the professionalism of a school transition, 2) Support for cooperation systems, 3) Support for parents, 4) Support for stabilizing emotions, 5) Support for independence, 6) Support for academic affairs, 7) Support for the adolescence period, and 8) Support for early adaptation to school. The importance of elementary and secondary school special education teacher recognition was, overall, 4.34. The highest level of parent support (4.58) and independence support (4.48) was found in each cluster, with emotional stability support (4.07) and academic support (4.18) ranging in the lowest side. In addition, the level of recognition of secondary school special education teachers (4.4) was higher than that of elementary school special education teachers (4.32). In the Pattern matching graph, we found that in the case of support for the adolescence period, support for cooperation system and support for enhancing the professionalism for a school transition elementary school special education teachers were recognized as more important than secondary school special education teachers. Through the Go-zone graph, the analysis results were divided into four zones, which distinguished the elements with a high recognition gap between elementary school special education teachers and secondary school special education teachers. These findings can be used as basic data for developing educational support programs applied to the transitional level of students with developmental disabilities in elementary and secondary school or improving the linkage efficiency between elementary school and secondary school.