통합학급 아동들의 장애아동에 대한 사회적 거리감 = The Social Distance of Children in Inclusive Class Toward Children with disability

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine whether or not the group nature of inclusive class and regular class in elementary school made any differences to social distance between children without disability and children with disability and whether or not there was any interaction effect between non-disabled children``s experience of contacting with disabled children and the group nature of the two different classes in light of their gender, experience with integrated education and physical distance. The findings of the study were as follows: First, non-disabled children in inclusive class felt less social distance toward disabled children than non-disabled children in regular class, and they were more affected by the collective nature of class rather than by their own gender in that regard. Second, their experience of contacting disabled children before being enrolled in inclusive class exercised no influence on their social distance toward disabled children, and their perception of social distance hinged on the collective nature of their class. Namely, the social distance was under the strong influence of group conformity pressure rather than of personal experience. Third, the physical distance between the non-disabled children in inclusive class and disabled children had no impact on their social distance, and just the collective nature of inclusive class affected their interactivity about disabled children.

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