The purpose of this study was to examine the actual condition of operating family-support service program in the special-school kindergarten course, and was to grasp what the early childhood education special teachers' requirements are for operating family-support service program. This study carried...
The purpose of this study was to examine the actual condition of operating family-support service program in the special-school kindergarten course, and was to grasp what the early childhood education special teachers' requirements are for operating family-support service program. This study carried out questionnaire survey targeting 94 teachers who are working at educational institutions for the special-school kindergarten course nationwide. The results were analyzed by using SPSS program. Making a conclusion centering on the obtained results in this study, they are as follows. First, examining the actual condition of operating family-support service program for the special-school kindergarten course, the main execution method of family-support service program could be known to be used the counseling and school newsletter to the students' families more than other methods. Examining major people in charge of deciding on the contents of family-support service program, they were mostly teachers with 71.3%. The next was indicated to be high in school principal. Examining level of reflecting familial demand, the response as saying of being moderate was indicated to be the highest with 63.8%. The response as saying of reflecting so much was indicated to be higher than other age group in 41-50 years old by age and in case of group, which has the possession license of first-class regular teacher for special school(kindergarten). This is considered that the group with the higher age and educational career leads to reflecting the needs of disabled preschoolers' parents and families more in a person in charge of deciding on contents. Thus, there will be a need of family-support service program that can fully understand and reflect the disabled preschoolers' decision and familial demand in a part of determining contents and a part of reflecting familial needs even as for the group with low age and educational career. Second, as for problems given offering family-support service program, examining a reason that familial demand fails to be well reflected now at the educational institution, the results were indicated to be in order of the lack of knowledge and understanding in teachers about reflecting familial demand, of the general service decision without considering family's individuality, of the lack of familial interest and recognition, of the lack of family's participatory time, and of the lack of recognizing on necessity of family-support service program in the disabled preschoolers' families. Examining problems about teacher's support, the results were indicated to be in order of the lack of professional training opportunity on family-support service, of the lack of supporting budget necessary for offering family-support service, of the non-distribution of professional manpower for offering family-support service program, of the lack of the facilities or place, which will offer family-support service program, and of the lack of the contents for family-support service program. Third, the needs for family-support service program in early childhood education special teachers were indicated to be in order of parent education & counseling, of the expansion in opportunity of expert's education, of psychological & emotional support, of financial support, and of child care & day-care. Also, examining counseling-support program of being desired to be offered for effectively carrying out education for preschoolers with disabilities, the counseling support related to emotion and psychology was indicated to be the highest. The results were indicated to be in order of the family counseling on family-based relationship, of the counseling related to cure and medical care of surrounding preschoolers with disabilities, of the counseling of offering and supporting information related to community, and of the sibling counseling on preschoolers with disabilities.
The purpose of this study was to examine the actual condition of operating family-support service program in the special-school kindergarten course, and was to grasp what the early childhood education special teachers' requirements are for operating family-support service program. This study carried out questionnaire survey targeting 94 teachers who are working at educational institutions for the special-school kindergarten course nationwide. The results were analyzed by using SPSS program. Making a conclusion centering on the obtained results in this study, they are as follows. First, examining the actual condition of operating family-support service program for the special-school kindergarten course, the main execution method of family-support service program could be known to be used the counseling and school newsletter to the students' families more than other methods. Examining major people in charge of deciding on the contents of family-support service program, they were mostly teachers with 71.3%. The next was indicated to be high in school principal. Examining level of reflecting familial demand, the response as saying of being moderate was indicated to be the highest with 63.8%. The response as saying of reflecting so much was indicated to be higher than other age group in 41-50 years old by age and in case of group, which has the possession license of first-class regular teacher for special school(kindergarten). This is considered that the group with the higher age and educational career leads to reflecting the needs of disabled preschoolers' parents and families more in a person in charge of deciding on contents. Thus, there will be a need of family-support service program that can fully understand and reflect the disabled preschoolers' decision and familial demand in a part of determining contents and a part of reflecting familial needs even as for the group with low age and educational career. Second, as for problems given offering family-support service program, examining a reason that familial demand fails to be well reflected now at the educational institution, the results were indicated to be in order of the lack of knowledge and understanding in teachers about reflecting familial demand, of the general service decision without considering family's individuality, of the lack of familial interest and recognition, of the lack of family's participatory time, and of the lack of recognizing on necessity of family-support service program in the disabled preschoolers' families. Examining problems about teacher's support, the results were indicated to be in order of the lack of professional training opportunity on family-support service, of the lack of supporting budget necessary for offering family-support service, of the non-distribution of professional manpower for offering family-support service program, of the lack of the facilities or place, which will offer family-support service program, and of the lack of the contents for family-support service program. Third, the needs for family-support service program in early childhood education special teachers were indicated to be in order of parent education & counseling, of the expansion in opportunity of expert's education, of psychological & emotional support, of financial support, and of child care & day-care. Also, examining counseling-support program of being desired to be offered for effectively carrying out education for preschoolers with disabilities, the counseling support related to emotion and psychology was indicated to be the highest. The results were indicated to be in order of the family counseling on family-based relationship, of the counseling related to cure and medical care of surrounding preschoolers with disabilities, of the counseling of offering and supporting information related to community, and of the sibling counseling on preschoolers with disabilities.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.