장애아통합어린이집 유아특수교사와 특수교육 관련서비스 전문가 간 협력적 팀 접근 경험 및 인식

Abstract

The purpose of this study is to examine the experience and perceptions of the collaborative team approach and how to support the needs of early childhood special education teachers and related service personnel to implement effective Individualized Educational Plans (IEPs). In this study, a focus group interview was conducted with six special education teachers working at national inclusive daycare centers and special education-related service personnel who have experience of collaborating with special education teachers while working at therapeutic institutions for young children with disabilities. The results demonstrate that nine upper categories and 18 lower categories were derived in the special education teachers’ group, and nine upper categories and 21 lower categories were derived in the related service personnel groups. In terms of the collaborative team approach, there was a difference in perception and experience of IEPs between both groups. With regard to IEP implementation, both groups had experienced difficulties with communication and support, while they expected each other to support their roles as information providers for the development of young children with disabilities. In addition, the results also highlighted that efforts are required to acknowledge each other’s expertise, building a cooperative network, and institutional improvement in order to implement a collaborative team approach. This study is meaningful because it not only identifies experiences and perceptions of collaborative team approaches between special early childhood education teachers and related service personnel for effective IEP implementation, but it also examines how to enhance the collaborative team approach and make improvements to practice and agreed education.