본 연구는 장애아전문어린이집 보육교직원의 아동권리존중 교육에 대한 인식과 실행을 살펴봄으로써 장애아동 권리존중보육을 위한 기초자료를 제공하는데 목적을 두고, P시의 장애아전문어린이집에 현재 근무하고 있는 보육교사, 유아특수교사, 치료사를 대상으로 설문조사와 심층면담을 실시하였다. 수집된 자료는 PASW 18.0 프로그램을 이용하여 대응표본 t검증, 일원변량분석, Scheffé 사후검증을 통해 분석하였고, 심층면담자료는 전사한 후 코딩(coding), 분류, 범주화 과정을 통해 분석하였다. 이에 따른 연구결과를 살펴보면, 첫째, 장애아전문어린이집 보육교직원들의 아동권리존중에 대한 인식과 실행 간에는 유의한 차이가 있었다. 둘째, 장애아전문어린이집 보육교직원들의 직무유형에 따른 아동권리존중 영역별 하위내용에 대한 인식의 차이는 전체에서 통계적으로 유의한 차이가 있었고, 이에 대한 사후검증 결과 보육교사와 치료사 간에 유의한 차이가 있었다. 셋째, 장애아전문어린이집 보육교직원들은 사회적 편견을 가지지 않는 것이 장애아동의 권리존중이라는 인식을 가지고 있었고 실생활 중심, 흥미중심, 개별적 발달수준, 지역사회 문화행사 참여, 다양한 경험을 통한 교육을 중심으로 보육을 실행하고 있었으며, 장애아동의 다양한 발달적 특성의 차이, 자율성 허용범위와 지도를 위한 훈육 사이에서의 혼란, 사회적 편견으로 인한 지역사회참여 기회 및 아동권리존중 보육에 대한 지식부족 등으로 어려움을 가지고 있었으며, 장애아동에 대한 인식개선 및 이를 위한 홍보, 다양한 아동권리 존중교육을 받을 기회제공, 사회적 참여 기회의 확대 등이 필요하다고 인식하고 있었다. The purpose of this study was to offer basic data for the education of respecting disabled children's rights by examining the recognition and the implementation of the education of respecting disabled children's rights in disability-specialized early childhood teachers. A questionnaire survey and an in-depth interview were carried out targeting day care teachers, early childhood special education teachers, and therapists who are now working at a specialized child care center for children with disabilities in P city. The collected data were analyzed through paired sample t-test, one-way ANOVA, and Scheffe's post hoc test by using the PASW 18.0 program. The in-depth interview materials were analyzed through the process of coding, classifying and categorizing after transcription. The findings are as follows. First, it was shown that there is significant difference (t=7.87, pqqqlt;.001) between the recognition (M=4.00, SD=1.07) and implementation (M=3.49, SD=1.05) of respecting children's rights in disability-specialized early childhood teachers. Second, the difference in the recognition of the sub-contents by sphere of respecting children's rights according to the role of disability-specialized early childhood teachers had statistically significant difference on the whole (t=4.69, pqqqlt;.05). As a result of the post-test on this, there was significant difference between day care teachers and therapists. However, the difference in implementation had no statistically significant difference in all the spheres of the whole and the sub-factors by sphere of children's rights. Third, the disability-specialized early childhood teachers showed their recognition by saying that respect for the rights of disabled children is not to have social prejudice rather than specially a right for disabled children as for “disabled children's rights.”(I am not sure what this means.) Even the child-care practice contents of respecting children's rights were being executed by focusing on the real lives of the disabled children, their interests, their individual development levels, their participation in community cultural events, and their education through diverse experiences. Disabled children’s difficulties generally stemmed from the difference in their diverse developmental characteristics, confusion between the range of allowing autonomy and the discipline for guidance, opportunities to participate in the community due to social prejudice, and the lack of knowledge of childcare related to respecting children's rights. It was found that it was necessary to to increase the awareness of disabled children, to create positive publicity for this, to offer opportunities of receiving education on respecting children's diverse rights, and to expand disabled children's opportunities to engage in social participation.