지체장애학생의 중도·중복화 현상에 따라 이들 학생에 대한 교육과정의 적용 및 IEP 설정의 문제점이 대두되고 있다. 이에 따라 본 연구는 장애학생의 주요한 기능을 평가하고 적절한 지원책을 검토하기 위해 개발된 세계보건기구(WHO)의 국제기능·장애·건강분류의 18세이하 버전인 ICF-CY(International classification of functioning, disability and health children & youth version, 2007)의 ‘활동과 참여’ 기능 영역을 개념적 틀로 적용하여, 이영역의 주요 하위문항 중에서 지체장애학생의 교육 및 지원과 관련성이 높은 것으로 간주되는 학습 및 지식의 적용 기능, 의사소통 기능, 자조 기능에 대한 수준을, 그리고 일상생활 참여빈도 질문지(FPQ)를 사용하여 참여 수준을 평가하였다. 설문지 조사법에 따라 얻어진 유효한 특수학교 교사의 응답(N=112)을 분석 대상으로 하여 지체장애학생의 각 활동과 참여 영역에 대한 현재 기능 수준과 참여 빈도에 대한 실태를 지체장애학생의 배경변인별로 분석하였으며, 각 기능과 참여빈도간의 관계를 통계적으로 추론함으로써 지체장애학생에 대한 이해의 폭을 보다 객관적으로 확장할 수 있다는 시사점을 제시함과 동시에 이에 근거한 IEP 적용의 타당성 등에 대해 논의하였다.

Recently the problems of applying national special education curriculum and of planning IEP for students with physical disabilities have come to the fore as condition of their disabilities become severe and multiple. For this reason, this study conducted a survey on the actual state of the major education and support areas such as application of learning and knowledge, communication, self-help skill and frequency of participating in daily routine by employing questionnaire. Questionnaire was formed considering activity and participation domain of WHO’s ICF-CY(International classification of functioning, disability and health children & youth version) that was developed to evaluate major functions of students with disabilities and investigate appropriate supports as a conceptual framework. A total of 112 subjects who are special education teachers completed questionnaire. According to variables of students with physical disabilities, present function levels and relations on 4 areas were considered statistically. At the same time, validity of applying ICF-CY to IEP and issues on IEP and special education support system were discussed. The results which were as follows. First, the students with physical disabilities need the more diversified and systematic supports for basic learning functions in the area of the learning and applying knowledge. Second, the results is suggested that ICF-CY plays an important role of evaluating the communication skills. Third, ICF-CY is the useful tool for evaluating the self-care. Forth, in the result of evaluating FPQ, activities and participation level of the students with physical disabilities were very low, especially outdoor activities. Fifth, activities and participation level of the students with physical disabilities were diversified to the disabilities level. Sixth, three sub-element of the activities and participation in ICF-CY was high corelation to the frequency of the living participation level.