「2019 개정 누리과정」운영 중 개별화교육계획 실행에 관한 공립유치원 특수교사의 인식과 경험

Abstract

The purpose of this study is to find out the perceptions and experiences of special education teachers implementing IEP during the operation of the「2019 Revised Nuri Curriculum」. For this purpose, individual interviews were conducted with 11 special education teachers working in special classes at public kindergartens. As a result of qualitative content analysis of the data collected through individual interviews, 3 subjects and 8 subcategories were derived. The conclusions obtained through the study are as follows. First, the participants said that the revised Nuri curriculum brought about changes in the process of setting educational goals, supporting educational goals during play, and the method of observation and evaluation. Second, the study participants felt confused about balancing the revised Nuri curriculum and IEP. In particular, they mainly talked about difficulties in finding opportunities to execute goals during play, memorizing individual goals, and difficulties related to cooperative relationships with members. Third, the participants requested various supports such as improving the inclusive education environment, supplying manpower, providing observation sheets or examples of education goal statements, sharing case studies, and improving members’ awareness. This study is meaningful in that it suggests necessary support based on the perceptions and experiences of special education teachers at public kindergartens implementing IEP during the operation of Nuri curriculum.