장애유아 통합교육의 성공적 실천의 방해요인에 관한 연구 = Obstacle factors to Successful Inclusion of Young Children with Special Needs

다국어 초록 (Multilingual Abstract)

This study investigates the judgment of kindergarten teachers who have ecperiences in inclusion settings on the obstacle factors in the successful inclusion for young children with special needs. The obstacle factors that the teachers met arise from programs, the inclusive teaching ability of teachers, attitudes of young children without special needs and of their parents toward young children with special needs, and large classroom enrollment. Differences were related to how long they worked as teaches rather than how much experience they had in an inclusive setting. Teachers with strong career experience recognized more difficulties as obstacle factors. But they also believed that attitudes of young children without special needs and of their parents toward young children with special needs should be positive. In addition teachers, regardless of length of time with inclusion teaching, insisted that a decrease in classroom size to below 15, a carefully developed program, and teacher preparation were necessary requisites for successful inclusion practices.