본 연구는 개별화교육프로그램을 계획 및 실행하는 과정에서의 특수교육대상 유아 부모의 참여 실태를 살펴보고 부모 참여를 촉진하기 위한 방안을 제시하였다. 이를 위하여 전국 137명의 특수교육대상 유아의 부모를 대상으로 설문조사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모들은 IEP에 대한 이해 정도가 높지 않고, 기관의 IEP 이해교육에 1-2회 정도 참여하고 주로 자녀의 IEP 목표 선정, 현행수준 파악, 일반적인 IEP에 대한 내용 등이 이해교육에 포함되었다고 보고하였다. 둘째, 절반정도의 부모들만이 자녀의 IEP를 계획하는 단계에서 참여하였다고 보고하였으며, 참여 횟수는 1-2회가 많았고, 주된 내용은 유아의 현행수준 보고, 현행수준 직접평가, 장단기 목표의 공동작성 등이었다. 셋째, IEP 실행단계에서의 부모 참여는 매우 저조하였으나, 주로 1-2회 정도며, 주된 내용은 교육목표 중재 참여, 아동의 목표 성취 여부 판단, 목표 수정이나 보완에 대한 의견 제시, 아동의 진도점검 자료 수집 등이었다. 넷째, 많은 부모들은 자녀의 IEP와 현재의 참여수준에 만족한다고 하였으나 잘 모르겠다는 응답도 많았다. 부모의 참여를 방해하는 요인은 부모의 시간과 관심 부족, 교사의 시간 부족, 유아 가정의 환경 및 상황, 교사의 협력 촉진 기술의 부족 순으로 보고되었다.
The purpose of the present study was to investigate 1) the level of parents' understanding on IEP, 2) the level of parent participation in developing and implementing IEP for their child's with special needs, 3) the parents' satisfaction level on their child's IEP and their participation in IEP process and the difficulties in participation. The results of this study were as follows. First, only about 60% of the parents reported that they understood IEP, and participated parent education program on IEP. The main contents of this family education were identifying goals and objectives, identifying the present level of performance, general concepts of and objectives of IEP. Second, only about half of the parents reported that they participated in the process of developing IEP. The parents participated in 1) reporting the present level of performance of the child, 2) evaluating their child by themselves, and 3) establishing their child's goals and objectives with the educators. Third, only about 30% of the participants reported that they participated in the process of implementing IEP. The parents participated in 1) engaging in the child's intervention to achieve objectives, 2) determining the child's achievement of objectives, 3) providing suggestions on adjustment/resetting the child's goals and objectives, and 4) collecting data on the child's progress, in IEP developing process. Fourth, about 70% of the parents reported that they were satisfied on their child's IEP, however, 30% of the parents reported they did not know if they were satisfied. Parents had difficulties in participating on their child's IEP process due to their lack of time and interests, the lack of time of educators, circumstances of the their family, and lack of skills to facilitate collaboration of the educators. Fifth, there were significant high correlations among parents understanding on IEP, participation in parent education program on IEP, participation in the process of developing IEP, participation in the process of implementing IEP, satisfaction on their child's IEP, and satisfaction on participation in the process of IEP.