특수교육보조원 제도가 본격적으로 시행되고 있지만, 당사자들이 교육현장에서 겪는 역할갈등, 어려움 등에 대한 논의는 피상적 수준에 머무르고 있다. 구체적인 교수학습 현장에 투입되어 나름의 교육활동을 하고 있는 이들이 느끼는 어려움에 대한 심층적 고찰은 이 제도가 제대로 정착하고 발전하기 위한 초석을 마련하리라 본다. 본 연구는 특수교육보조원의 역할수행 어려움을 당사자를 대상으로 반구조화된 질문지를 기준으로 3가지 측면에서 심층면담하였다. 교수-학습 지원 상황에서는 눈치, 역할지시의 부재로 인한 혼란, 지식의 부족으로 어려움, 인간관계에서는 무시, 역할에 대한 잘못된 인식, 차별적 관심과 대우, 어중간한 중간입장으로 어려움이 있었으며, 또한 환경적인 부분에서는 열악한 고용조건, 나만의 공간 부족, 부족한 연수, 불투명한 소속, 육체적 노동으로 인해 어려움을 느끼고 있는 것으로 나타났다.
The teacher-aid-system in the field of special education has emerged as a developmental system for effective inclusion from March 2003 in South Korea. The role-conflict and difficulties of paraprofessional in special education have almost discussed in survey inquiry. But the subjective feeling about role-conflict of paraprofessional in the real field of teacher-aid-system could be different from the results through general survey inquiry. The purpose of this study was to analyze and interpretate qualitatively what are the role-conflict and bottlenecks of paraprofessional in the real field. They are asked with half-structured questionary in interview in depth. The results of this study were that: (a) in terms of personal relations in the school: the paraprofessional confronts with the problems like neglecting, wrong perception about their roles, discriminative treatment and position hanging in midair. (b) As concerns about situation for learning-support, they should often see how the winds blow between teacher and students. Furthermore they are diffused cause of insufficient instructions from the teachers, how the paraprofessional should support the student with special educational needs. In these case, they blushed at their ignorance. (c) About the working condition: they are suffering with much inconvenience like bad salary, poor working surrounding, lack of own-recreative space and hard-physical working.
The teacher-aid-system in the field of special education has emerged as a developmental system for effective inclusion from March 2003 in South Korea. The role-conflict and difficulties of paraprofessional in special education have almost discussed in survey inquiry. But the subjective feeling about role-conflict of paraprofessional in the real field of teacher-aid-system could be different from the results through general survey inquiry. The purpose of this study was to analyze and interpretate qualitatively what are the role-conflict and bottlenecks of paraprofessional in the real field. They are asked with half-structured questionary in interview in depth. The results of this study were that: (a) in terms of personal relations in the school: the paraprofessional confronts with the problems like neglecting, wrong perception about their roles, discriminative treatment and position hanging in midair. (b) As concerns about situation for learning-support, they should often see how the winds blow between teacher and students. Furthermore they are diffused cause of insufficient instructions from the teachers, how the paraprofessional should support the student with special educational needs. In these case, they blushed at their ignorance. (c) About the working condition: they are suffering with much inconvenience like bad salary, poor working surrounding, lack of own-recreative space and hard-physical working.