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A Study on the Perceptions and Needs of Early Childhood Special Teachers Regarding the Individualized Family Service Plan(IFSP) for Young Children with Disabilities -Focusing on the Seoul Regional Special Education Support Centers-

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(3), pp.111-134
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 9, 2023
  • Accepted : September 9, 2023
  • Published : September 30, 2023

Park, Eun- Hye 1 Lee Byoung-In 2 Kim Hyunsook 2

1서울특별시 강동송파특수교육지원센터
2단국대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to find out the perceptions and needs of early childhood special teachers regarding the Individualized Family Service Plan(IFSP) implemented in the infants and toddlers’ classes of the special education support centers. [Method] In-depth interviews were conducted with five early childhood special teachers who had experience in charge of infants and toddlers’ classes at special education support centers in Seoul. [Results] As a result of the study, 3 upper categories, 11 lower categories, and 29 main contents were derived. The specific research results are as follows. First, teachers in charge of infants and toddlers’ classes recognized that IFSP was necessary for teachers, infants, toddle and families. However, there were large differences in the expertise of IFSP. Second, IFSP and IEP have the same roots, but there was no specific standard for programs specialized in the education of younger children with disabilities or writing and implementation. In addition, the persons in charge are changed every year, and there were difficulties due to heavy workload. Third, participants felt skeptical about the implementation of the IFSP as they established and evaluated the IFSP without directly meeting infants and toddles with disabilities. In addition, there was difficulty in inducing participation as the families did not sympathize with the needs of the IFSP. Fourth, it was recognized that the implementation needs to be improved for the effective settlement of the IFSP. In addition, it was hoped that the implementation improvement of the IFSP would serve as a basis for vitalizing the infants and toddlers’ classes in parallel with the improvement of the infants and toddlers’ classes implementation. [Conclusion] This study can be used as basic data to prepare effective IFSP implementation plans for infants and toddlers’ classes at special education support centers.

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