The aim of this study was to investigate the status of the current support system for inclusive child care and education for young children with special needs, and the potential for the improvement of this system. Twelve sessions of focus group interviews with 73 directors, teachers, and parents were conducted. In addition, case studies and interviews with government officers, leaders of special education support centers, and field experts were also undertaken. Based on the findings of the study, the following measures are suggested: First, a diagnosis and placement system for young children with special needs should be arranged under the supervision of the government. Secondly, the ratio of teacher to child with special needs should be reduced. Thirdly, the roles of a general teacher, a general teacher of an inclusive class, and a special education teacher should be clearly defined. Professional positions and incentives should be offered to special education teachers who are willing to work with young children. Fourth, educational opportunities of the ‘in-class’ type for special education teachers should also be provided more regularly. Fifth, more programs for parents, such as parent education, counseling, and family relationship improvement should be provided. Sixth, a systematic supervision of special needs children should be conducted via computerized networking. In conclusion, all young children with special needs should be provided with quality care and educational services, regardless of their residential areas, ultimately in an inclusive setting.
Table Of Contents
Ⅰ. 서론 Ⅱ. 연구의 배경 Ⅲ. 국내외 장애 영유아 통합보육‧교육 사례 Ⅳ. 장애 영유아 통합보육‧교육 실태 및 요구 Ⅴ. 장애 영유아 통합보육‧교육 선진화 방안 참고문헌 Abstract 부록