정신지체 학생과의 통합체육수업에 대한 비장애학생의 태도가 관여도 및 상호작용행동에 미치는 영향 = (The) Effects of attitude of non-disabilities for mentaal retarded students in inclusive physical education on involvement and interaction behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out the difference in the interaction behavior, involvement and attitude in inclusive physical education of non-disabilities who are very important for adaptation of disabled students to inclusive physical education. Also it was to find out the relationship among the interaction behavior, involvement and the attitude of non-disabilities in inclusive physical education.
The population of this study was non-disabilities who experienced the inclusive physical education with disabled students in Busan. Through purposeful sampling, 700 students without disabilities were asked for responding the survey. Among 700 data, 668 data were finally used for this study.
The questionnaire was put together with 5 questions of demographic factor, 20 questions of attitude in inclusive physical education, 5 questions of involvement in inclusive physical education and 9 questions of interaction behavior. The questions of non-disabilities attitude in inclusive physical education were revised and based on Oh(2001b) and the questions of involvement in inclusive physical education were revised and based on Lee(2004b, 2005c). And the questions of interaction behavior were revised and based on Kim(2000), Lee(2004b, 2005c), Lee and Nam(2004) and Ha(2000).
To analyze the data collected for this study, SPSS 11.0 was used for exploratory factor analysis, t-test and One-way ANOVA analysis. Also, Amos 4.01 was used for confirmatory factor analysis, multiple group factor analysis and structural equation model analysis. Conclusion of this study are as follows.

1) Difference in the attitude, involvement, interaction behavior

First, there were no difference in the attitude, involvement for inclusive physical education and the interaction behavior of non-disabilities according to gender. And the result showed that girls' interaction behavior with general disabled people was higher than boys'.
Second, there were no differences in the attitude, involvement for inclusive physical education and the interaction behavior of non-disabilities according to the experience period of inclusive physical education. And the result shows that as the period was longer, interaction behavior with general disabled people was higher.
Third, there were no differences in the attitude for inclusive physical education even they have any disabled relatives or family members and the result shows that the involvement in inclusive physical education, interaction behavior with disabled students and interaction behavior with general disabled people of non-disabilities who have a disabled relative of family member was higher.
Fourth, the attitude, involvement for inclusive physical education and interaction behavior with general disabled people of non-disabilities who had disabled friends were higher than non-disabilities who didn't have any disabled friends.
Fifth, the attitude, involvement for inclusive physical education and interaction behavior with general disabled people of non-disabilities who had ever experienced being a partner with disabled students were higher than non-disabilities who had never experienced being a partner with disabled students.
Sixth, the attitude, involvement for inclusive physical education and interaction behavior with general disabled people of non-disabilities who participate in physical education class with disabled students were higher than non-disabilities who distract the class and outcasts, or who behave individually in class.

2) The related effects on the attitude, involvement, interaction behavior

First, the attitude of non-disabilities for mental retarded students in Inclusive Physical Education showed positive effects on involvement in inclusive physical education.
Second, the attitude of non-disabilities for mental retarded students in inclusive physical education showed positive effects on interaction behavior with mental retarded students in inclusive physical education.
Third, the involvement of inclusive physical education showed positive effects on interaction behavior with mental retarded students in inclusive physical education.
Fourth, the involvement of inclusive physical education showed positive effects on interaction behavior with general disabled people.
Fifth, the interaction behavior with mental retarded students in inclusive physical education showed positive effects on interaction behavior with general disabled people.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구가설 4
• 3. 연구의 제한점 5
• 4. 용어의 정의 6
• Ⅱ. 이론적 배경 9
• 1. 정신지체와 체육프로그램 9
• 2. 통합체육수업 13
• 1) 통합체육수업의 변천 13
• 2) 통합체육수업의 인적 지원요소 15
• 3) 주요연구동향 18
• 3. 태도, 관여도, 상호작용행동의 관계 20
• 1) 통합체육수업에 대한 비장애학생의 태도 21
• 2) 통합체육수업 관여도 24
• 3) 비장애학생의 장애학생 및 장애인과의 상호작용행동 26
• 4) 연구모형 설계 28
• Ⅲ. 연구방법 32
• 1. 연구대상 32
• 1) 비장애학생 및 정신지체 학생 특성 32
• 2) 연구의 윤리성 36
• 2. 조사도구 36
• 1) 설문지 구성 37
• 2) 설문지의 타당도와 신뢰도 38
• 3. 자료 분석 44
• Ⅳ. 연구 결과 46
• 1. 태도, 관여도, 상호작용행동의 차이 검정결과 46
• 1) 성별에 따른 태도, 관여도, 상호작용행동의 차이 46
• 2) 통합체육수업 경험기간에 따른 태도, 관여도, 상호작용행동의 차이 48
• 3) 가족 및 친척 중 장애인 유무에 따른 태도, 관여도, 상호작용행동의 차이 49
• 4) 장애학생 친구 유무에 따른 태도, 관여도, 상호작용행동의 차이 50
• 5) 장애학생과 짝지경험 유무에 따른 태도, 관여도, 상호작용행동의 차이 52
• 6) 장애학생 체육수업 참여형태에 따른 태도, 관여도, 상호작용행동의 차이 53
• 2. 태도, 관여도, 상호작용행동의 영향관계 검정결과 54
• 1) 변인 간 독립성 검정결과 55
• 2) 연구모형 적합성 검정결과 72
• 3) 영향관계 검정결과 76
• Ⅴ. 논 의 78
• 1. 태도, 관여도, 상호작용행동의 차이 검정결과 78
• 1) 성별에 따른 태도, 관여도, 상호작용행동의 차이 78
• 2) 통합체육수업 경험기간에 따른 태도, 관여도, 상호작용행동의 차이 81
• 3) 가족 및 친척 중 장애인 유무에 따른 태도, 관여도, 상호작용행동의 차이 82
• 4) 장애학생 친구 유무에 따른 태도, 관여도, 상호작용행동의 차이 83
• 5) 장애학생과 짝지경험 유무에 따른 태도, 관여도, 상호작용행동의 차이 84
• 6) 장애학생 체육수업 참여형태에 따른 태도, 관여도, 상호작용행동의 차이 86
• 2. 태도, 관여도, 상호작용행동의 영향관계 검정결과 87
• 1) 통합체육수업 태도와 통합체육수업 관여도, 장애학생 상호작용 행동의 영향관계 88
• 2) 통합체육수업 관여도와 장애학생 상호작용행동, 일반장애인 상호작용 행동의 영향관계 90
• 3) 장애학생 상호작용행동과 일반장애인 상호작용행동의 영향관계 92
• Ⅵ. 결 론 및 제 언 95
• 1. 결 론 95
• 1) 태도, 관여도, 상호작용행동의 차이 검정결과 96
• 2) 태도, 관여도, 상호작용행동의 영향관계 검정결과 97
• 2. 제 언 97
• 참고문헌 99
• 부록 117