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A Study of Early Childhood Special Education Teacher’s Perception on the Therapeutic Support of Children with Developmental Delays

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(3), pp.395-418
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Cho, Kyoung-mi 1 KEON-HEE KIM 2

1울산 꽃바위 유치원 교사
2대구대학교

Accredited

ABSTRACT

The purpose of this study is to explore the perspectives of early childhoodspecial education teachers in an inclusive public preschool on the therapeuticsupport of children with developmental delays. In-depth interviews wereconducted with eight early childhood special education teachers. The datawere analyzed by the constant comparative method. In the findings, fivethemes emerged: (1) gaps between the perspectives of early childhood educationteachers and therapists in regard to children with developmental delays, (2)various types of therapeutic support, (3) the lack of a regular curriculum, and(4) the vague boundary between therapy and education (5) cooperation,the effort put into it and the difficulty of achieving it. The early childhoodspecial education teachers’ perspectives on therapeutic support were, firstof all, that the support and expertise provided by therapists was a positivechange factor, but they were concerned about the possibility of a gap inperspectives between teachers and therapists in regard to children withdevelopmental delays. Most early childhood special education teachers clearlyrecognized the differences between special education and therapies, althoughthey felt that the boundaries between them were vague. Most of the teachersinterviewed realized the importance of cooperation between teachers andtherapists, and they put effort into this. In conclusion, it is necessary to seekways or systems of coopearation between teachers and therapists in orderto improve educational outcomes.

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