This thesis is designed to (first) derive the components of the web-based Augmentative and Alternative Communication (AAC) intervention guide program for teachers, (second) develop the web-based AAC intervention guide program for teachers and evaluate the suitability of the program, and (third) check out the special teacher''s degree of satisfaction over the web-based AAC intervention guide program for teachers. (1) For this purpose, using the components derived from the analysis of the documents, interview with focus group and the consultation with experts and through the preparation of structural drawing and the test program, the trial version of program was produced. Then, through the consultation with experts, the official program was finally developed and the research was conducted to check out 308 special teacher''s degree of satisfaction over the program.
The collected data was analyzed using the PASW 20.0 and AMOS 19.0 with respect to exploratory factory analysis, confirmatory factory analysis and reliability analysis, F test and Scheffe test. The results are as follows.
First, the components of the web-based ACC intervention guide program for teachers were finally obtained from the analysis of prior documents, interview with focus group and consultation with experts. Its upper concepts include 3 items such as auxiliary tool, symbol selection and intervention information while the lower factors include 7 items such as the physical function, auxiliary tool, literacy, symbol type, symbol arrangement, communication level and intervention information. Each lower factor is designed to provide the understanding the requirement of using the physical AAC tool, provision of the information on the auxiliary tool supporting the physical function, understanding the level of literacy, classification of the type of symbol, understanding the capability of distinguishing the symbol, understanding the current communication capability or provision of intervention information by level.
Second, the web-based AAC intervention guide program was developed on the ground that it would comply with the HTML5 code at the responsive type web system. If the web is accessed, it can be used without restricted to the operation system and tools. It enables the use of latest information once the data on the service is amended even when the individual users do not make the separate update.
Third, from the statistical view, the level of satisfaction on the use of the web-based ACC intervention guide program for teachers by the special teachers is very high, especially favored by the young teachers who have the experience of special education of less than 5 years. The teachers showed the highest satisfaction with the intervention information, followed by ''understanding of vocabulary/symbol'', ''physical function'' and ''symbol selection''. In addition, the teachers in charge of elementary level or below or those in charge of mentally impaired students showed relatively high satisfaction. This thesis showed that the web-based AAC intervention guide program is made with the components having the theoretical grounds and that it has the easy accessibility to the AAC related information and the rationality as it is made based on the web-based responsive type web. This program would be helpful as a guide for the activation of the communication support which is mandatory in the revised 2015 special education courses.