학술논문
장애학생의 개별화교육계획(IEP) 협의 과정 참여를 증진하기 위한 미국 중재연구 분석
A Literature Review of Intervention Studies to Promote Student Participation in Individualized Education Plan(IEP) Meetings in U.S.
A Literature Review of Intervention Studies to Promote Student Participation in Individualized Education Plan(IEP) Meetings in U.S.
Document Type
Article
Author
Source
특수교육 저널 : 이론과 실천 / Journal of special education : theory and practice. Jun 30, 2015 16(2):435
Subject
Language
Korean
English
English
ISSN
1598-060X
Abstract
개별화교육계획(IEP) 협의과정이 장애학생의 자기결정력, 문제해결력, 자기옹호 기술을 배우고 연습할 수 있는 기회가 됨으로써 학생의 참여를 증진시키고 있다. 이에 본 연구에서는 지난 10년간 발표된 학생주도의 IEP에 대한 미국 중재연구를 분석하여 그 효과 및 구체적인 중재내용을 살펴보고, 국내 특수교육 현장 및 학계에 시사점을 논의하고자 한다. 분석대상연구 선정을 위한 포함 및 배제 기준에 따라 총 14편의 연구를 최종 선정하고, (1) 연구목적/주제, (2) 대상자/중재환경, (3) 연구방법, (4) 중재 프로그램(독립변인), (5) 종속변인, (6) 연구결과에 대한 특성을 기준으로 중재전략의 요소와 과정에 대해 구체적으로 소개하기 위해 독립변인 및 종속변인에 대해 보다 중점적으로 분석하였다. 분석 결과 경도장애학생을 중심으로 IEP 구두참여, IEP 목표 진술, 전환계획프로그램이 중재전략으로 제공되었으며, 장애유형 및 정도에 따른 중재요소의 수정, IEP 관련 사전교육 강화, 학생 참여 측정 관련 간단한 점검표 제공, 교사의 기대감 향상 등 장애학생의 IEP 수립과정 참여를 증진하기 위한 현장적용 및 후속 연구를 위한 논의 및 제언을 하였다.
Increasing students`` participation in their individualized education plan (IEP) meetings provides opportunities for students to develop self-advocacy, problem-solving, and decision-making skills. The purpose of this study is to synthesize the American intervention studies that promoted students`` participation in their IEP meetings so as to provide implications for future research and practice in Korea. Based on the inclusion and exclusion criteria identified in this study, a total of 14 studies was included for this literature review. Once selected, each study was analyzed based on the following variables: (a) study purpose, (b) participant/setting, (c) research method, (d) independent variable, (e) dependent variable, and (f) study result. Given that the purpose of our study is to provide implications for future research and practice that reflect the current educational contexts in Korea, more in-depth analyses were conducted for both independent and dependent variables. Based on the findings from this study, implications for future study and practice to promote students`` participation in IEP meetings were provided as follows: (a) considerations for students with severe and profound disabilities, (b) pre-intervention components, (c) development and use of a simple checklist, and (d) teacher expectations regarding students`` involvement in their IEP process.
Increasing students`` participation in their individualized education plan (IEP) meetings provides opportunities for students to develop self-advocacy, problem-solving, and decision-making skills. The purpose of this study is to synthesize the American intervention studies that promoted students`` participation in their IEP meetings so as to provide implications for future research and practice in Korea. Based on the inclusion and exclusion criteria identified in this study, a total of 14 studies was included for this literature review. Once selected, each study was analyzed based on the following variables: (a) study purpose, (b) participant/setting, (c) research method, (d) independent variable, (e) dependent variable, and (f) study result. Given that the purpose of our study is to provide implications for future research and practice that reflect the current educational contexts in Korea, more in-depth analyses were conducted for both independent and dependent variables. Based on the findings from this study, implications for future study and practice to promote students`` participation in IEP meetings were provided as follows: (a) considerations for students with severe and profound disabilities, (b) pre-intervention components, (c) development and use of a simple checklist, and (d) teacher expectations regarding students`` involvement in their IEP process.