초등학교에서의 성공적인 장애아 통합교육을 위한 일반교사 교육의 방향 - 통합교육에 대한 특수교사와 일반교사들의 인식에 근거하여 - = Directions of General Education Teacher Training for Successful Inclusion in Elementary Schools - Based on Teachers` Perception on Inclusion -

다국어 초록 (Multilingual Abstract)

The purpose of the study was to suggest directions of general education teacher training for successful inclusion in elementary schools, based on teachers` perception on inclusion. Two study questions guided the study: (a) how did teachers perceive current inclusion practice? and (b) what are the implications of teachers` perception on teacher training programs? In general, teachers positively perceived current inclusion practices. They also indicated that collaboration between general education teacher and special education teacher as a key factor of successful inclusion. For teacher preparation training for inclusion in general education classrooms, several guidelines were suggested. First, teachers need to be trained focused on practice in real settings and skills and knowledge in developing individualized education program in each phase of inclusion in general education settings. Second, principals and senior teachers must be trained to show leadership by facilitating collaboration between general education and special education teacher groups. Third, general education teachers must have opportunities to explore different aspects of inclusion according to types of disabilities and individual education needs.