초등학교 통합학급의 장애아동 부모와 일반아동 부모의 통합교육에 대한 인식 및 요구

박영남,추연구 한국발달장애학회 2010 발달장애연구 Vol.14 No.2

The purpose of this study was to find out the differences in parents’ perception and need on inclusion targeting parents of general children and children with disabilities who actually receive the inclusion. The questionnaire were sent to 230 parents (70 parents of children with disabilities, 160 parents of general children) in integrated classes of 10 elementary schools located in Chuncheon City, and then 192 questionnaires were collected(50 parents of children with disabilities, 142 parents of general children) and analyzed. The results are summarized as follows. First, as for the difference in parents’ perception on inclusion, two groups perceived general opinions on inclusion differently(understanding on inclusion, ideals of education in the same educational environment, necessity of inclusion, degree of interest of general children’s parents in children with disabilities). In addition, two groups showed different perception on the opinions about parent education(necessity of parent education for inclusion, opinion of participation in parent education, proper method for parent education) when inclusion is performed. As for the effect of inclusion on general children(positive effect of inclusion on general children, attitude of general children toward children with disabilities), there was not significant difference, however, they perceived differently the negative effect of inclusion on general children. The effect of inclusion on children with disabilities(positive effect of inclusion on children with disabilities, influence of inclusion on children with disabilities) showed no difference in two groups’ perception, on the contrary, the perception on the effect of inclusion on children with disabilities was different. As for method of inclusion(operation type of inclusion, qualification of teachers, proper number of children with disabilities per class, effective method of class organization), there was a difference in two groups’ perception, but the perception on degree of disability available to inclusion, effective time of inclusion were not different. As for problems in operation of inclusion(urgent problems to be handled, the greatest problem in integrated class), there was no difference in perception, however, two groups perceived differently the most important problem in operating inclusion. Second, parents of children with disabilities had more demand on need for teacher, education program, facility․equipment, systematic․administrative support, and use of community resources than parents of general children. However, there was no significant difference in four sections except for need for use of community resources. In addition, two groups showed higher demand upon inclusion responding ‘necessary’ or ‘very necessary’, in particular, demand on facility․equipment was the greatest among five sections. 본 연구에서는 통합교육을 실제로 받고 있는 장애아동 부모와 일반아동 부모들을 대상으로 통합교육에 대한 인식과 요구의 차이가 어떠한지를 알아보고자 하는데 그 목적이 있다. 이를 위하여 춘천시에 소재하고 있는 초등학교 10개교의 통합학급 아동의 부모 230명(장애아동 부모 70명, 일반아동 부모 160명)을 대상으로 설문지를 배포하였으며, 회수된 192(장애아동 부모 50명, 일반아동 부모 142명)부의 설문지를 분석하였다. 설문의 내용은 크게 통합교육에 대한 장애아동 부모와 일반아동 부모의 인식에 관한 설문 23문항, 통합교육에 대한 장애아동 부모와 일반아동 부모의 요구에 관한 설문 15문항으로 구성하였다. 그 결과로는 문항에 따라 두 집단 간 인식의 차이는 있었지만, 장애아동 부모와 일반아동 부모 모두 통합교육의 필요성이나 그와 관련된 부모교육의 필요성에 대해 긍정적으로 인식하고 있음을 알 수 있다. 그러나 이러한 인식 수준을 더욱 향상시키기 위해서는 통합교육 실시의 가장 큰 어려움으로 지적되고 있는 장애아동에 대한 주변의 인식 전환, 교사의 지도능력 배양 등에 대한 문제가 시급히 개선되어야겠다. 특히 통합교육은 장애아동과 일반아동 중 어느 한 집단을 위한 것이 아니라 모든 아동의 교육적 요구를 충족시키기 위해 가장 적절한 환경을 조성하는 것에 그 목적이 있음을 인식하여야 할 것이다.

장애인과 비장애인 통합교육에 관한 기독교적 접근

이희능 한국기독교교육정보학회 2004 기독교교육정보 Vol.9 No.-

This paper proposes an integrated education program for persons with disabilities from the perspective of the Korean society as well as a Christian perspective. Its purpose is to show the importance of an integrated education for those with and without disabilities in a church community and to lead the reader to the realization that integrated education is a calling from God. The paper covers three areas. Firstly, it looks at the biblical view of who is disabled. Secondly, it examines the methods and examples of integrated education. Finally, it suggests ways to develop integrated education missions. Recently, the paradigms concerning the disabled in our society began to change from being "different" to being "dissimilar". Also, the method of education is changing from "separate" to "integrated." Word usage is changing from "handicapped" to "person with a disability" or person with a specific disability. In addition, concepts of disabilities are changing from "disability" to "activity limitation" and from "handicap" to "participation restriction." The paradigm of inclusion education is changing from the "theory of normalization" according to which, if possible, those with disabilities should be educated together with those without disabilities in normal living conditions and should associate with others in society so that they are able to enjoy privileges that others have, to "regular education initiative" and "inclusion or full inclusion education." In "regular education initiative," "separate education system" should be changed to "integrated education system" and the disabled students, including those with heavy disabilities, should be assigned to regular classes. "Inclusion or full inclusion education" is for those who desire special education focused on freedom and human dignity. As the paradigm of inclusion is changing, the focus becomes social inclusion. Recently, many churches have recognized the significance of inclusion education and began church missions by making arrangements for the disabled. This trend is encouraging because it reflects the fear of God, loving others as oneself, respect for life, and honor for human dignity. Inclusion education in churches is important from the perspective of biblical principles, church goers, those with and without disabilities, parents of the disabled, and pastors. Furthermore, the following elements need to be in place or developed for "inclusion or full inclusion education": Training leaders with specializations, developing teacher training programs, improving church members' understanding of the disabled, introducing universal design for construction, creating Braille books, Bibles and hymnals, developing assistantship programs for the disabled, acquiring vehicles for the disabled, and having a health center. Inclusion education for the disabled and non-disabled in churches is a calling from God in this generation. "Knovivenz" in which disabled and non-disabled cope together should be accomplished through church missions working for inclusion rather than separation. Inclusion is accomplished when the majority embraces the minority.

특수학급이 설치된 중등 일반학교 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식

권현수 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.3

The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools. 본 연구는 특수학급이 설치된 중등학교에서 근무하는 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식을 확인하려는 목적에서 실시되었다. 전국의 특수학급이 설치되어 있는 중·고등학교를 대상으로 층화표집 한 128개교의 특수교사와 일반교사에게 설문조사를 실시한 결과 서로 다른 인식을 갖고 있음을 확인하였다. 먼저 통합교육에 대해 특수교사는 일반학급 주도로 일반교사에 의해 실시되어야 한다고 응답한 반면 일반교사는 특수학급에서 특수교사에 의해 주도적으로 실시되어야 한다고 답하였다. 특수교사는 개별화교육 지원을 중요하다고 답한 반면 일반교사는 통합학급의 학급관리를 중요하게 생각하였고 특수교사는 장애학생의 문제행동을 통합학급 운영의 문제점으로 인식하고 있는데 반해 일반교사는 장애에 대한 교사의 지식과 지도기술 부족을 문제점으로 지적하였다. 또한 일반교사는 통합학급 수업을 위해 학생 수 축소를 가장 필요한 지원이라고 답했고 교수적 수정에 대해 어렵다고 인식하고 있었다. 통합교육을 위한 일반교사의 역할에 대해서는 일반교사와 특수교사가 유사한 인식을 보였으나 특수교사의 역할에 대해서는 특수교사는 장애학생을 위한 통합 지원과 전환교육을 중요하게 꼽은 반면 일반교사는 장애학생의 사회성 발달 지도와 구성원 대상의 장애인식 교육을 가장 중요한 역할로 인식하고 있어 차이를 보였다. 이러한 결과를 통해 중등 통합교육 활성화를 위해서는 특수교사와 일반교사가 서로에 대해 이해하고 협력하려는 자세를 가져야 할 필요가 있음을 주장하였고 특수교사와 일반교사가 통합교육과 장애학생 교육에 대해 공감대를 형성하고 함께 노력할 수 있도록 다양한 교육과 연수기회를 제공하고 통합교육을 촉진하는 제도적 틀을 마련해야함을 강조하였다.

특수학급이 설치된 중등 일반학교 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식

권혁수 ( Hyunsoo Kwon ) 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.3

본 연구는 특수학급이 설치된 중등학교에서 근무하는 특수교사와 일반교사의 통합교육, 통합 학급, 교사의 역할에 대한 인식을 확인하려는 목적에서 실시되었다. 전국의 특수학급이 설치 되어 있는 중·고등학교를 대상으로 층화표집 한 128개교의 특수교사와 일반교사에게 설문 조사를 실시한 결과 서로 다른 인식을 갖고 있음을 확인하였다. 먼저 통합교육에 대해 특수 교사는 일반학급 주도로 일반교사에 의해 실시되어야 한다고 응답한 반면 일반교사는 특수학급에서 특수교사에 의해 주도적으로 실시되어야 한다고 답하였다. 특수교사는 개별화교육 지원을 중요하다고 답한 반면 일반교사는 통합학급의 학급관리를 중요하게 생각하였고 특수교사는 장애학생의 문제행동을 통합학급 운영의 문제점으로 인식하고 있는데 반해 일반교사는 장애에 대한 교사의 지식과 지도기술 부족을 문제점으로 지적하였다. 또한 일반교사는 통합 학급 수업을 위해 학생 수 축소를 가장 필요한 지원이라고 답했고 교수적 수정에 대해 어렵 다고 인식하고 있었다. 통합교육을 위한 일반교사의 역할에 대해서는 일반교사와 특수교사가 유사한 인식을 보였으나 특수교사의 역할에 대해서는 특수교사는 장애학생을 위한 통합 지원과 전환교육을 중요하게 꼽은 반면 일반교사는 장애학생의 사회성 발달 지도와 구성원 대상의 장애인식 교육을 가장 중요한 역할로 인식하고 있어 차이를 보였다. 이러한 결과를 통해 중등 통합교육 활성화를 위해서는 특수교사와 일반교사가 서로에 대해 이해하고 협력하려는 자세를 가져야 할 필요가 있음을 주장하였고 특수교사와 일반교사가 통합교육과 장애학생 교육에 대해 공감대를 형성하고 함께 노력할 수 있도록 다양한 교육과 연수기회를 제공하고 통합교육을 촉진하는 제도적 틀을 마련해야함을 강조하였다 The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools

금융포용(financial inclusion)과 중앙은행

배준석 ( Joon Suk Bae ) 한국금융법학회 2013 金融法硏究 Vol.10 No.1

Lively discussions on financial inclusion have ensued since the Global Financial Crisis erupted in September 2008. According to the Global Partnership for Financial Inclusion, financial inclusion refers to "a state in which all working age adults, including those currently excluded by the financial system, have effective access to the following financial services provided by formal institutions : credit, savings (defined broadly to include current accounts), payments, and insurance." In order to achieve financial inclusion, it is essential that the various institutions concerned play their part. The government, for example, plays a vital role in supporting financial inclusion through its fiscal policy. Financial supervision authorities contribute with their regulatory and supervisory powers. Financial institutions, of course, directly provide financial services to the financially excluded. Another institution that contributes to financial inclusion is the central bank. Given that the central bank is at the heart of a country`s financial system, it cannot but be inseparably related to financial inclusion. Since the Global Financial Crisis there has been a growing interest in the role of central banks in microeconomic policies to support individual economic agents such as small businesses. In addition to enhancing the welfare of the financially deprived, financial inclusion contributes to financial stability and economic growth. It is therefore natural that central banks contribute to financial inclusion, which they can promote by conducting the following policies : First, central banks can use lending facilities, one of the monetary policy tools, to support small and medium enterprises with limited access to finance. Reserve requirements can be another monetary policy tool through which financial inclusion can be supported-central banks can impose a relatively low reserve requirement ratio on deposits related to financial inclusion. Providing payment and settlement services to financially vulnerable people is also a way for central banks to contribute to financial inclusion. Financial education is an essential tool for promoting financial inclusion because it raises public awareness of financial products and services. The compilation and improvement of statistics on financial inclusion, which forms the foundation for efficiently and effectively conducting relevant policies, is another area fit for central banks given their expertise on economic statistics. Central banks with the capacity to perform high quality research can also suggest alternative measures for financial inclusion, and participate in international discussions on financial inclusion. Financial inclusion cannot be achieved with the efforts of one institution alone. Efforts must therefore be exerted by all the institutions concerned, such as the government, the central bank, financial supervision authorities and financial institutions, if exclusion from financial benefits were to be prevented.

Rethinking the U.S. Federal Special Education Policy toward Inclusion through the Lens of Critical Theory and Social Constructionism

( Jong Gu Kang ),( Young Han Kim ),( Ji Jeng Fang ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2007 정서ㆍ행동장애연구 Vol.23 No.4

한국의 타이완의 교육가로서, 우리는 완전통합의 철학을 지원한다. 하지만, 우리는 이러한 완전통합의 실천이 어렵다는 것도 알고 있다. 본 연구는 2004년에 미국 국회에서 통과된 IDEA에 대하여 알아보고자 한다. IDEA가 "Inclusion"(통합교육)이란 용어를 사용하지 않았기 때문에, 미 교육부도 이러한 용어를 정의하지 않고 있다. 비록 IDEA가 통합교육이란 용어를 사용하지는 않았지만, 통합에 대한 연방 특수교육은 학교들이 최소한의 제한된 환경이란 용어를 사용함으로써 통합교육과 유사한 의미를 사용하고 있다. 본 연구는 먼저 통합교육에 대한 연방정부 정책에 대한 역사적인 고찰을 한다. 특수교육법이 19세기에 어떻게 태동되었는지, 그리고 시민 권리 시대(Civil Rights Era)에 연방 정부가 공법 94-142항인 모든 장애를 가진 아동들을 위한 교육에 대한 법이 어떻게 제정되었는지, 그리고, 비교적 최근인 1990년대에 IDEA를 통과하기까지의 역사적인 과정들을 알아보았다. 본 연구에서는 통합교육에 대한 미국 정부의 특수교육 정책을 살펴보고, 책무성이 따르는 통합교육에 대한 정책들을 알아보았다. 이러한 통합교육의 정책에 대하여, 저자들은 비판이론과 사회구성주의 관점으로 고찰하였다. 비판이론은 인종과 계층 같은 분야에서 억압자와 피억압자 사이에 힘이 어떻게 존재하는지를 알아보는 것이며, 비판 이론을 통하여 연방 특수 교육 정책이 통합교육에 대하여 어떻게 작용하여 왔는지를 알아보았다. 또 다른 이론인 사회구성주의 관점은 장애를 사회에서 구성되어진 개념으로 보고 있으며, 사회가 장애란 개념을 어떻게 구성하는지에 대하여 생각하게 만들어 준다. 저자들은 사회구성주의 이론을 통하여 미국 정부가 통합교육, 특히 장애에 관해서 의학적인 접근을 가짐으로써 장애학생들이 치료받아야 되는 대상으로 대하고 있음을 비판하였다. 저자들은 또한 의학적인 접근을 통한 통합교육의 실행이 어떻게 장애학생들을 불리한 상황에 처하게 만들며, 이러한 의학적 접근이 완전 통합에 대한 어려움을 유발하고 있음을 지적하였다. 마지막으로 저자들은 미국에서 실행되어져 오고 있는 통합교육에 대한 특수교육정책이 미국의 역사에 따라서 발전되어져 왔음을 언급하였다. 이러한 역사적인 차이점에 따라서, 한국과 미국의 통합교육을 비교하여 생각함으로써, 한국의 현실에 적합한 통합교육에 대한 특수교육정책을 어떻게 발전시켜 나갈지를 생각하고자 하였다. As South Korean and Taiwan educators, we support full inclusion. However, we also know the difficulty of the practice of full inclusion. We attempted to examined the U.S. IDEA of 2004. Since IDEA does not use the term "inclusion," U.S. Department of Education also does not define "inclusion." Although IDEA does not use the term "inclusion," the federal special education uses the term "the least restricted environment," which has a similar meaning with inclusion. We examined the history of the federal special education policy toward inclusion. We described how the legislative movement about the special education began in 19th century, how the Education for all Handicapped Children Act of 1975 (PL 94-142) was established during Civil Rights Era, and how congress passed the IDEA. This paper examined the federal special education policy toward inclusion through the lens of critical theory and social constructionism. The lens of critical theory helped explore the power relations between the oppressors and the oppressed. We tried to find how inclusion had power relations through the lens of critical theory. The lens of social constructionism also helped approach disability as a construct within the social context. We criticized the federal special education policy which considered students with disabilities through the lens of social constructionism. We also pointed out that medical approach could make students with disabilities experience difficulties in inclusive education. We also mentioned that the federal special education policy toward inclusion had changed according to U.S. history. We recognized the differences in inclusive education between United States and South Korea, and tried to think how South Korea could develop special education policy toward inclusion according to South Korea`s context.

통합교육 효율화를 위한 웹기반 교사교육 프로그램 및 콘텐츠 개발을 위한 기초 연구

우정한 ( Jeong Han Woo ),윤광보 ( Kwang Bo Yoon ),김성애 ( Sung Ae Kim ),정희섭 ( Hee Sup Jung ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.2

성공적인 통합교육을 위해서는 적절하고 충분한 교사교육이 필요하지만 현재 특수교육 관련 연수기관의 부족과 연수제도 및 시간적·지리적인 제약 등으로 인하여 통합교육 실행에 대한 이론과 실제를 위한 연수기회가 부족하고, 프로그램의 제한과 체계성 미흡으로 인하여 통합교육에 대한 효과적인 현직 교사교육이 이루어지지 못하고 있다. 따라서 통합교육에 대한 연수기회의 확대와 능동적인 연수 참여를 통한 효율적인 통합교육을 위해서는 전통적인 연수 방법과는 다른 접근이 필요한데, 웹(web)을 통한 원격교육이 훌륭한 대안적인 방법이 될 수 있다고 본다. 이에 본 연구는 통합교육을 담당하거나 자문할교사들을 위한 웹기반 교사교육 프로그램 및 콘텐츠 개발을 위한 기초연구로서 통합교육 관련 교사 양성 기관의 교과과정 개발에 대한 시사점을 제시하고, 일반교사와 특수교사를 대상으로 한 웹기반 현직 교사교육 프로그램을 개발하였다. For providing effective inclusion service to students with disabilities, general and special education teachers`` preparation and quality of inclusion is very important. However, lack of knowledge and competency about inclusion, general and special education teachers have had difficulty in implementing effective inclusive education in practice. So teachers training curriculum at university and inservice education program are needed for effective inclusion. The purpose of this study was to provide suggestions for developing special and general education teachers training curriculum at university and to develop special and general education teachers inservice program for effective inclusion. The method of study to achieve this purpose was as follows. First, literature research on inclusion, curriculum of teacher inservice education agency and web-based education was conducted. Second, investigation research on special education teachers training curriculum of Korea, America and European Community, and on competency and needs of special and general education teachers was conducted. The conclusions drawn from the results and discussion were as follows. First, for effective inclusion, common curriculum of general and special education teachers at university include subjects such as philosophic foundation of inclusion, theory of inclusion, support of inclusion, teaching and learning of inclusion, curriculum development and application of inclusion, instructional technology of inclusion, communication and interaction method of inclusion, and program development and application of understanding students with disabilities. Second, for effective inclusion, curriculum of special education teachers at university include subjects such as communication and interaction method of inclusion, instructional technology of inclusion, management of inclusive class, appling individual education program of inclusion, program development and application of understanding students with disabilities, community support and inclusion, inclusion and transitional education, inclusion and constructivism, behavior intervention of inclusion, teaching and learning method of multidisciplinary aspects, inclusion and full inclusion, inclusion and accessibility, and discrimination in inclusion. Third, the contents of web-based general education teachers inservice education program on inclusion was developed through contents analysis, purpose establishment and contents organization. The web-based general education teachers inservice education program on inclusion was consisted of 4 domains such as understanding special education, understanding inclusion and practice, teaching and learning for inclusion, and guidance and behavior intervention. Fourth, the contents of web-based special education teachers inservice education program on inclusion was developed through contents analysis, purpose establishment and contents organization. The web-based special education teachers inservice education program on inclusion was consisted of 5 domains such as understanding general education, professionalism on special education, understanding inclusion and practice, teaching and learning for inclusion, and guidance and behavior intervention.

지체장애 성인의 통합교육에 대한 경험과 인식

임장현,박은혜,이명희,표윤희 한국지체.중복.건강장애교육학회 2012 지체.중복.건강장애연구 Vol.55 No.4

Students with physical disability attending general schools have many challenges with academic tasks, social interaction with nondisabled peers and physical accessibility of places or activities. About 70% students among students with physical disabilities in Korea are included general school and that number will be increased. So it needs to do research about inclusion support considering specific needs of students with physical disability. The purpose of this qualitative research was to investigate the perception of adults with physical disability regarding inclusion and to provide the suggestions for inclusion supports. In this study, interviewed adults with physical disability who were included general schools during school ages about the experience and perception of inclusion. The data was analyzed using constant comparative methods. Six themes emerged from qualitative analysis: (1) the backgrounds to choose inclusion, (2) the positive sides of inclusion, (3) the difficulties during inclusion, (4) the pros and cons of inclusion, (5) the coping strategies with difficulties, (6) the effective ways to support inclusion. Finally, the critical elements and future directions of the supports and researches for successful inclusion for students with physical disability were presented. 이 연구는 과거 통합교육을 경험했던 지체장애 성인을 심층 면담하여 현재 실시되고 있는 통합교육의 문제점을 분석하고, 효율적인 통합교육이 이루어지려면 통합교육을 준비하고 있는 지체장애 학생과 교사, 학교가 어떤 요건을 갖추어야 하는지 알아보기 위해 수행되었다. 연구참여자는 목적표집에 의하여 선정된 통합교육 경험이 1년 이상 있는 20세 이상의 성인 10명이었으며 개별면담을 실시하여 통합교육에 대한 경험과 인식에 대한 자료를 수집하였다. 수집한 자료를 지속적 비교분석법을 이용하여 질적 분석한 결과 6개의 주제가 도출되었다: (1) 통합교육 선택 배경, (2) 통합교육의 긍정적인 면, (3) 통합교육의 어려움, (4) 통합교육 선택 찬반론, (5) 통합교육의 어려움에 대한 대처방안, (6) 효과적인 통합교육을 위한 지원방안. 논의 및 제언에서는 본 연구의 결과를 중심으로 지체장애 학생의 통합교육 의미를 살펴보고 통합교육 실행을 지원할 수 있는 방안을 제시하였다.

유치원 통합교육 가이드북 개발을 위한 기초 연구: 완전통합 실행 교사의 경험과 기대

이소현,윤선아,이지연,박병숙 한국유아특수교육학회 2018 유아특수교육연구 Vol.18 No.3

본 연구는 유치원 통합교육에 활용할 수 있는 가이드북을 개발하기 위하여 통합교육에 필요한 실행 요소를 알아보고자 하는 목적으로 통합교육을 실행하고 있는 교사를 대상으로 포커스 그룹 면담을 실시하였으며, 이를 통해 이들의 구체적인 경험과 기대에 대하여 알아보고 분석하였다. 이를 위하여 유치원에서의 통합교육 경험이 최소 2년 이상이면서 현재 완전통합을 실행하고 있는 5쌍의 유아교사와 특수교사 총 10명이 참여하였다. 참여 교사들을 대상으로 한 심도 있는 면담 결과 통합교육을 통한 경험과 더 나은 통합교육에 대한 기대라는 2개의 주제와 그에 따른 10개의 하위 주제가 도출되었다. 통합교육을 통한 경험은 통합교육에 대한 긍정적인 인식, 통합교육을 위한 노력, 긍정적인 성과, 아직도 남아있는 어려움의 4개 하위 주제로 나누어졌으며, 더 나은 통합교육에 대한 기대는 행정 지원, 협력 지원, 교육과정 지원, 행동 지원, 진학 지원, 가족 지원의 6개 하위 주제로 나타났다. 이상의 연구결과를 토대로 유치원 통합교육 가이드북 개발에 필요한 실행 요소 탐색이 시사하는 바를 논의하고 앞으로의 연구 방향을 제시하였다. The purpose of this study was to investigate teachers' experiences of and expectations for preschool inclusion as a preliminary study of developing a guidebook for preschool inclusion. For the purpose of the study, focus group interviews were conducted with 5 pairs of early childhood education teachers and early childhood special education teachers who have been implementing full inclusion at least for two years. Data collected from the interview were analyzed using a constant comparative method. From the qualitative analysis, two big themes, experiences from inclusion and expectations for the better inclusion, were emerged. The first theme, experiences for inclusion, included four sub-themes as follows: (a) positive perspectives on inclusion, (b) efforts for inclusion, (c) positive outcomes, and (d) barriers still left. The second theme, expectations for the better inclusion, included six sub-themes as support needs: (a) administrative supports, (b) collaborative supports, (c) curriculum supports, (d) behavioral supports, (e) transition supports, and (f) family supports. Based on the findings, several implications were discussed to suggest the critical components and directions of developing a guidebook for preschool inclusion.

어린이집 완전통합을 경험한 장애아동 부모가 인식하는 초등 통합의 어려움과 지원요구

안선영 ( Seon Young Ahn ),조윤경 ( Youn Kyung Cho ) 한국특수아동학회 2014 특수아동교육연구 Vol.16 No.2

본 연구의 목적은 유아기 때 어린이집에서 완전통합을 경험한 장애아동의 부모들이 초등학교에서 환경적인 변화로 인해 겪는 어려움과 부모들이 바라는 요구 사항을 파악하여, 초등통합이 어떠한 방향으로 진행되어야 하며, 유아기 통합과 연계해 나가야 할 부분은 무엇인지를 제시하고자 하였다. 본 연구에는 서울과 수도권의 어린이집에서 2년 이상 통합을 경험한 후, 초등학교에 자녀를 2년 이상 보내고 있는 장애아동 부모 9명이 질적 면담에 참여하였다. 면담 내용을 전사한 자료에서 연속적 비교분석법 (constant comparative method)을 사용하여, (1) 유아기 통합의 실태와 지원요구 (2) 초등 통합의 실태와 지원요구 (3) 유아기 통합과 초등 통합의 차이에 따른 어려움 (4) 초등연계 활동과 지향 방향 (5) 추가적인 지원요구의 5개 주제와 13개의 하위주제가 도출되었다. 연구 결과, 첫째, 참여 부모들은 유아기 통합 시 개별화교육계획안(IEP) 중심의 다양한 장애 이해 및 부모 지원 프로그램이 시행되는 완전통합을 경험하였고, 높은 만족도를 보였다. 둘째, 현재 초등통합은 일반학교 내 특수학급이 있는 운영형태로 국, 영, 수 시간에 특수학급에서 특수교사에게 개별적인 지원을 받고 나머지 시간은 일반학급에 소속되는 부분 통합의 형태이며, 개별화교육계획안에서 부모와의 협의가 부족한 점을 토로하였다. 셋째, 유아기 통합과 초등 통합은 교사·또래·통합운영체제 그리고 서비스 질적인 면에서 차이가 있었으며 이로 인해 부모와 장애아동은 학교에 적응하는데 어려움이 있다고 응답하였다. 넷째, 유아기에 자녀의 초등 진학을 대비하여 독립생활기술을 중점적으로 다루어 주었으면 하는 요구가 높았고, 초등학교에서의 협력적인 IEP 운영·완전통합 형태 운영과 일반학급에 특수교사가 배치되어 수정된 교육활동이 제공되고 수업에 참여하기를 원했다. 다섯째, 유아통합과 초등통합 외에 질적인 통합을 위해 필요한 지원요구는 국가 차원의 장애인식 교육 확대·인력확충·서비스의 법제화·정부기관에 장애에 인식이 있는 담당자 배치·법의 융통성·특수교사의 처우관리·통합이용시설 늘리기 등 다양한 요구를 표출하였다. This study aimed at seeking out the difficulties of parents experienced full inclusion at child care and education center from the environmental changes in elementary inclusion and the needs of them, Thus, finding out the way to change the elementary inclusion and to link preschool and elementary inclusion. In the study, 9 parents of children with disabilities participated in the qualitative interviews, who experienced inclusion in child care and education centers in Seoul and metropolitan area for above 2 years and sent their children to elementary schools for over 2 years. Interview questionnaire was composed of simple questions on the basic information about participants and of questions concerned with the theme of the study. The transcribed interview data were analyzed by constant comparative methods, and led to the content categories and themes. Through qualitative analysis procedures, it was analyzed to 5 themes largely such as (1) the current status of preschool inclusion and support needs, (2) the current status of elementary inclusion and support needs, (3) difficulties from differences between inclusion in the preschool and elementary inclusion, (4) elementary transition and link activities and its improvement directions, and (5) additional support needs. And then 5 subjects were divided into 13 sub-themes. The results of this study were as followed. First, though there were some difficulties at the preschool inclusion, most of parents showed high satisfactions to the inclusion and services offered in the preschool years. Second, parents told difficult things rather than good things in elementary inclusion or services offered. Third, there were differences between preschool and elementary inclusion on teachers, peers, inclusive operating system and quality of services. Thus, parents remarked difficulties in many aspects. Fourth, parents wanted their children to learn the independent living skills from preschool to elementary transition process at first. Regarding to linking the preschool inclusion with elementary inclusion, they needed the information to be delivered to elementary school, the systematic IEP to be carried out as same as preschool period, and the special education teacher to be arranged in general classes as full inclusion instead of separate. Fifth, there were additional needs of government``s assistances for qualitative inclusion such as the expansion of disability understanding training from national dimensions, the magnification of manpower, the legislation of services, the arrangement of the personnel who had knowledge on disabilities at government agency, the flexibility of legal application, the better treatment of special education teacher, and the enlargement of using inclusive facilities.