초등학교 교사의 특수아동에 대한 인식 = A Study on the Cognition of Special Children by the Elementary School Teacher

다국어 초록 (Multilingual Abstract)

This study was to compare and analyze whether there is difference in the cognitive level of teacher in charge of special children for the special children by the integrated education according to the individual variables(class in charge, sex, career in the profession of teaching, qualification of possession, career of training the special education, experience of teaching the special children). And, it is significant for this research to supply the basic data in order to contribute to the development of integrated education and realize the integrated education perfectly hereafter.
As an object of research, this study was to execute the statistical packages for research about total 260 sheets, 164 teachers in charge of special education at the general classes of elementary schools and 96 teachers at the special classes. The research instruments were consisted of 6 inquires of individual variables and 34 inquiries with 3 subfields like 'cognition of integrated educationbehavioral cognitionschool cognition' in the questionnaire. As to the data processing, this study was to execute the statistical packages for research using SPSS(ver 11.0) for Windows in order to verify it how the teachers grasped the special children correctly.
From the result of this research above, it may be summed up as follows.
First, the cognition of special children by the teachers according to the classes in charge was totally positive. The teachers in charge of special classes had higher cognitive level than the teachers in charge of general classes in the cognition of integrated education, a subfield. The cognitive level of general class teachers was lower than the one of special class teachers, but it was just relatively low, and it might be positive in the cognitive level of special children.
Second, as to the cognition of special children regarding of sex by the teachers, the men teachers had higher cognition of integrated education than the women teachers. And, the men teachers had higher behavioral cognition and school cognition than the women teachers. But, the sex did not have affect on the cognitive level of special children.
Third, as to the cognition of special children regarding of career in the profession of teaching by the teachers, the teachers with a lot of teaching experience were higher than the teachers with small in the behavioral cognition and school cognition.
Fourth, as to the cognition of special children regarding of qualification of possession by the teachers, the teachers who acquired two sorts of qualifications were higher than the teachers who acquired the qualifications of one sort in the behavioral cognition and school cognition.
Fifth, as to the cognition of special children regarding of career of training the special education by the teachers, the teachers with the training career were higher than the teachers without the training career in the cognition of integrated education.
Sixth, the teachers with the teaching experience for the special children over 3 years were higher than the teachers below 3 years in the cognition of special children regarding of career of teaching the special children by the teachers. But, there was no statistically significant difference.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 3
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 통합교육의 개념 = 5
• 2. 통합교육의 조건과 운영 = 6
• 3. 특수아동에 대한 교사의 인식과 태도 = 19
• Ⅲ. 연구 방법 = 24
• 1. 연구 대상 = 24
• 2. 연구 도구 = 25
• 3. 연구 절차 = 27
• 4. 자료 처리 = 28
• Ⅳ. 결과 및 논의 = 29
• 1. 담당학급별 특수아동에 대한 인식 = 29
• 2. 성별 특수아동에 대한 인식 = 31
• 3. 교직경력별 특수아동에 대한 인식 = 32
• 4. 소지자격증별 특수아동에 대한 인식 = 33
• 5. 특수교육 연수경력별 특수아동에 대한 인식 = 35
• 6. 특수아동 지도경력별 특수아동에 대한 인식 = 36
• Ⅴ. 결론 및 제언 = 38
• 1. 결론 = 38
• 2. 제언 = 39
• 참고문헌 = 40
• Abstract = 47
• 부록 설문지 = 50