자폐스펙트럼장애 학생의 감정 어휘 지도에 대한 특수교사의 경험과 요구

초록

This study explored special education teachers’ experiences and needs regarding emotion vocabulary instruction for students with autism spectrum disorder (ASD). Focus group interviews were conducted with 14 elementary and middle school special education teachers in Incheon and Gyeonggi Province, and the data were analyzed using grounded theory. Open coding yielded 200 concepts, 31 subcategories, and seven higher-order categories. Axial coding was used to organize the relationships among the categories into a paradigm model, while selective coding generated an implementation task model comprising student-tailored teaching and learning support and educational environment- based implementation support. The findings provide a foundation for the systematic implementation of emotion vocabulary instruction in educational and therapeutic settings.

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