이 연구는 특수교사의 장애학생 진단·평가에 대한 인식 및 수행능력, 그리고 개별화교육계획의 구조 관계를 알아보기 위하여 조사연구로 수행되었다. 진단·평가 인식 10문항, 진단·평가수행능력 10문항, 개별화교육계획 10문항으로 모두 30문항을 개발하였다. 대구광역시 및 경상북도에 소재한 특수학교에 근무하는 특수교사 212명이 설문에 응답하였다. 설문 결과는 탐색적 요인분석과 확인적 요인분석으로 적용하였다. 연구결과는 다음과 같다. 첫째, 특수교사의 진단·평가 인식은 진단·평가 수행능력에 영향을 미쳤다. 둘째, 특수교사의 진단·평가 인식은 개별화교육계획에 영향을 미쳤다. 셋째, 특수교사의 진단·평가 인식이 개별화교육계획에 영향을 미칠 때, 수행능력의 매개 효과는 나타나지 않았다. 이 연구에서는 특수교사의 개별화교육 계획은 진단·평가 및 수행능력만이 아닌, 다른 여러 요인에 의해 영향을 받는 복합적 구조임을 제안하고 있다.

This study was conducted as a research study to determine special education teachers' perception and performance ability in diagnosing and evaluating students with disabilities, and the structural relationship of individualized education plans. A total of 30 questions were developed, including 10 diagnosis and evaluation perception questions, 10 diagnosis and evaluation performance ability questions, and 10 individualized education plan questions. 212 special education teachers working in special schools located in Daegu Metropolitan City and Gyeongsangbuk-do responded to the survey. Exploratory factor analysis and confirmatory factor analysis were applied. The research results are as follows. First, special education teachers’ perception of diagnosis and evaluation influenced their ability to perform diagnosis and evaluation. Second, special education teachers’ perception of diagnosis and evaluation influenced individualized education plans. Third, when special education teachers' diagnosis and evaluation perception influenced individualized education plans, the mediating effect of performance did not appear. It can be seen that the individualized education plan is a complex structure that is influenced not only by diagnosis and evaluation, and performance capabilities, but also by various other factors. This study suggests that special education teachers' diagnosis and evaluation perception and performance abilities are key factors for efficient support of individualized education plans.