이 연구는 유아특수교육기관에서 이루어지고 있는 교육평가에 대한 실제를 교사의 인식을 중심으로 분석해 보고 바람직한 교육 평가의 활용에 관한 기초 자료를 제시하는데 그 목적 이 있다.
이를 위하여 광주전남에 소재의 유아특수교육기관에 근무하는 교사 6명을 연구 참여자로 선정하여 심층면담을 실시하고 문서자료도 함께 수집하여 분석하였다. 연구 결과, 육아특수 교육기관에 근무하고 있는 교사들의 교육 프로그램 평가나 가족 서비스에 대한 인식 부족, 교육평가활동에 대한 구체적이고 충실한 계획 수립의 필요성, 교육평가의 방법 및 도구의 다양화 및 유아의 수준에 작합한 평가도구의 개발 요구, 평가방법의 간소화 및 인력지원의 필요, 교육평가와 관련된 교사 교육의 필요성 등이 제기되었다.

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The purpose of this study was to investigate the ways which educational evaluation was implemented in early childhood special education programs. Six teachers from early childhood special education programs were interviewed and relevant documents were collected.
The findings of this study were as below: First, as for the purpose and content of evaluation, the teachers who participated were found to only be aware that educational evaluation was geared toward collecting information about children and choosing appropriate educational programs. Few considered it necessary to assess family services or the educational program itself.
Second, it was found that an accurate and workable evaluation plan is required to be established in the beginning of every year to increase its adequacy and efficiency.
Third, it was found that the type and frequency of evaluation differed. There were no specific criteria for evaluations. and they were fulfilled only in some fixed ways. The evaluation methods and instruments should be diversified and suitable for young children.
Fourth. regarding evaluation procedure and feedback, it was found that the teachers rarely consulted with other professionals or parents, even when they saw a need to do so.
Fifth, it was found that the number of teaching personnel should be increased to reduce the teacher to child ratios to ensure more successful individualized education and evaluation.

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