중도중복장애 유아를 대상으로 2019 개정 누리과정을 운영하는 유아특수교사의 경험과 인식

Abstract

The purpose of this study is to investigate the experiences and perceptions of early childhood special education teachers in applying 2019 revised NURI curriculum to young children with severe and multiple disabilities. For this purpose, individual interviews were conducted with 6 early childhood special education teachers who had experience in applying revised NURI curriculum to children with severe and multiple disabilities. Data were analyzed into 3 topics and 8 subcategories through qualitative content analysis. The key themes were 1) revised NURI curriculum and young children with severe and multiple disabilities, 2) experience of operating revised NURI curriculum for young children with severe and multiple disabilities, 3) difficulty and support needs of revised NURI curriculum for young children with severe and multiple disabilities. The main findings were as follows. First, participants experienced confusion and trial and error, while recognizing the importance of play. Second, participants supported children’s play through close observation, making special teaching materials, conducting direct teaching, and cooperating with fellow teachers and family members. Third, participants stated that support in various aspects such as medical/treatment support, teacher support, and environmental support was necessary. Based on the results of the study, we discussed the operational support ways that should be considered when applying revised NURI curriculum to young children with severe and multiple disabilities.