본 연구에서는 언어치료를 실시하고 있는 교육기관을 중심으로 언어장애에 대한 언어치료 서비스 현황 및 실태에 초점을 두고, 효율적인 언어치료 서비스의 운영방안을 모색해 보고 그 기능 및 역할을 어떻게 정립할 것인지에 대한 방안을 탐색하고자 하였다. 조사한 결과, 언어장애아동의 언어치료 서비스시설은 특수학교와 복지관과 장애전담 어린이집 시설을 주로 이용하였다. 언어치료 서비스를 받는 기간은 상담일로부터 바로 받을 수 있는 특수학교에 비해 복지관이나 장애전담 어린이집은 1개월에서 6개월 정도 기간을 기다린다고 한다. 한 언어치료사가 담당하는 언어장애아동은 특수학교의 경우 12명에서 15명이었고 복지관이나 장애전담 어린이집은 9명에서 11명이었다. 언어치료 서비스에 대한 부모의 욕구와 만족도에 대해서는 특수학교에서 언어치료를 받는 아동의 부모들은 보통이라고 보고한 반면에 복지관이나 장애전담 어린이집에서 치료받은 아동의 부모들은 만족하다고 보고하였다.
본 연구에서는 언어치료를 실시하고 있는 교육기관을 중심으로 언어장애에 대한 언어치료 서비스 현황 및 실태에 초점을 두고, 효율적인 언어치료 서비스의 운영방안을 모색해 보고 그 기능 및 역할을 어떻게 정립할 것인지에 대한 방안을 탐색하고자 하였다. 조사한 결과, 언어장애아동의 언어치료 서비스시설은 특수학교와 복지관과 장애전담 어린이집 시설을 주로 이용하였다. 언어치료 서비스를 받는 기간은 상담일로부터 바로 받을 수 있는 특수학교에 비해 복지관이나 장애전담 어린이집은 1개월에서 6개월 정도 기간을 기다린다고 한다. 한 언어치료사가 담당하는 언어장애아동은 특수학교의 경우 12명에서 15명이었고 복지관이나 장애전담 어린이집은 9명에서 11명이었다. 언어치료 서비스에 대한 부모의 욕구와 만족도에 대해서는 특수학교에서 언어치료를 받는 아동의 부모들은 보통이라고 보고한 반면에 복지관이나 장애전담 어린이집에서 치료받은 아동의 부모들은 만족하다고 보고하였다.
The purpose of this thesis is to study plans for effective operation of language therapy service and how to establish the function and the role, focusing on actual condition and current situation of parents of children with speech disorder in each education institution. The summary of the results of...
The purpose of this thesis is to study plans for effective operation of language therapy service and how to establish the function and the role, focusing on actual condition and current situation of parents of children with speech disorder in each education institution. The summary of the results of this thesis is as follows; First, as for inspection of whether there is difference of cognition among institutions concerning using condition of language therapy service, it was shown that the most got to use language therapy center through their relatives, close friends and teachers' for the question how to get to use language therapy facilities.' And as for the question of period using language therapy service facilities', the most was more than one year for special school and more than three years for kindergartens and welfare facilities for the handicapped. For the question of oftenness using language therapy service', it showed 1~2 times and 3~4 times had same proportion for special school and 1~2 times for both kindergartens and welfare facilities for the handicapped. As for the question of 'how long it take to the language therapy service facilities', it was shown that all take 10~30 minutes regardless of the facilities. Second, the questions were about parents' demands and satisfaction concerning language therapy and its purpose was to study whether there is difference of cognition among facilities. As for the question of time taken until therapy after language therapy interview', it was shown that it was taken about 1~6 months for the welfare facilities and kindergarten for the handicapped while it was immediately after the early language therapy interview in special schools. As for the number of children per language therapy therapist in the facilities', the most was 12~15 in special schools and 9~11 in welfare facilities for the handicapped. As for the degree of satisfaction about language therapy environment (educational tools, facilities), there was no difference among facilities and most felt satisfied. Concerning the question of whether the service institutions for language therapy are sufficient, it was shown that they felt that welfare facilities and kindergarten for the handicapped are insufficient while special schools are normal. As for questions about programs, 'degree of satisfaction about therapy method in language therapy facilities', it seemed that they felt satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal with special schools. As for their degree of satisfaction about education and counsel, it appeared that they were satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal about special schools. Concerning 'change of the family while using language therapy facilities', there was no statistically significant difference in each facility. Concerning the most needed program for your children except for language therapy', the most was special education in special schools, early education in welfare facilities for the handicapped and psychological therapy in kindergarten for the handicapped respectively. Through the results of this thesis, it is required to prepare proper number of therapy objects, increase and support service facilities to offer quality service of language therapy in each facility.
The purpose of this thesis is to study plans for effective operation of language therapy service and how to establish the function and the role, focusing on actual condition and current situation of parents of children with speech disorder in each education institution. The summary of the results of this thesis is as follows; First, as for inspection of whether there is difference of cognition among institutions concerning using condition of language therapy service, it was shown that the most got to use language therapy center through their relatives, close friends and teachers' for the question how to get to use language therapy facilities.' And as for the question of period using language therapy service facilities', the most was more than one year for special school and more than three years for kindergartens and welfare facilities for the handicapped. For the question of oftenness using language therapy service', it showed 1~2 times and 3~4 times had same proportion for special school and 1~2 times for both kindergartens and welfare facilities for the handicapped. As for the question of 'how long it take to the language therapy service facilities', it was shown that all take 10~30 minutes regardless of the facilities. Second, the questions were about parents' demands and satisfaction concerning language therapy and its purpose was to study whether there is difference of cognition among facilities. As for the question of time taken until therapy after language therapy interview', it was shown that it was taken about 1~6 months for the welfare facilities and kindergarten for the handicapped while it was immediately after the early language therapy interview in special schools. As for the number of children per language therapy therapist in the facilities', the most was 12~15 in special schools and 9~11 in welfare facilities for the handicapped. As for the degree of satisfaction about language therapy environment (educational tools, facilities), there was no difference among facilities and most felt satisfied. Concerning the question of whether the service institutions for language therapy are sufficient, it was shown that they felt that welfare facilities and kindergarten for the handicapped are insufficient while special schools are normal. As for questions about programs, 'degree of satisfaction about therapy method in language therapy facilities', it seemed that they felt satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal with special schools. As for their degree of satisfaction about education and counsel, it appeared that they were satisfied with the kindergarten and welfare facilities for the handicapped while they felt normal about special schools. Concerning 'change of the family while using language therapy facilities', there was no statistically significant difference in each facility. Concerning the most needed program for your children except for language therapy', the most was special education in special schools, early education in welfare facilities for the handicapped and psychological therapy in kindergarten for the handicapped respectively. Through the results of this thesis, it is required to prepare proper number of therapy objects, increase and support service facilities to offer quality service of language therapy in each facility.
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