특수교육보조원을 활용한 통합교육에 대한 특수학급 교사의 인식 = The Perception of Special Classroom Teachers on Integration Education System Using Teacher-Aide in Special Education.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the perception of special classroom teachers and the actual conditions toward inclusive education system using teacher-aides in inclusive classroom since 2004. This study might provide efficient management methods and basic data for successful inclusive education using teacher-aides.
The conclusions based on the result of this study are as follows:
First, toward the perception on integration education system using teacher-aide in special education, teachers in special classrooms think that it is better that students with disabilities study with normal students in inclusive classroom. That's the reason why they believe it is recognised our education ideology and also give students with disabilities a better effect in personnel relationship skill and adjustment ability in society.
Second, toward the actual condition inclusive education using teacher-aide in inclusive classrooms, teacher-aides in special classrooms are serving for daily living guide, assistance in individualized instruction, and management of problem behavior, but they assist inclusive classrooms just for 5 hours a week. The students receiving supports are mainly children with emotional disturbance and mental retardation. Special classroom teachers were especially satisfied with improvement in behaviors of children with disabilities and smooth progressive instruction. But they have difficulties because of miscellaneousness and their supervisor's wrong understanding. Most of their colleague teachers and school administrators are still unconcerned with inclusive education.
Third, toward improvement method for inclusive education using teacher-aides in inclusive classrooms, it was showed that teacher-aides thought that a proper placement should be considered according to the conditions of children with disabilities. The education for teacher-aides is advisable that they should be trained for certain duration in the local office of education before they are placed to certain school. The way of management of teacher-aide was showed to be advisable that they should be followed by the teacher in the classroom. The core contents for the practice of inclusive education using teacher-aides are found to be cooperation with special classroom teachers, special education teachers, and teacher-aides, and also retraining program.
The suggestions proposed for efficient practical inclusive classrooms using teacher-aides are as follows:
First, understanding and concern by colleague and school are first of all needed for inclusive classes using teacher-aide in the special education.
Second, cooperation and various retraining programs are required for teachers who teach inclusive class, teachers who teach special education, teacher-aide in special education.
Lastly, for inclusive classes using teacher-aide in special education to be accomplished smoothly, it will be continued supporting of educational administration and further studies.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 통합교육의 개념과 역사적 배경 = 4
• 2. 통합교육의 원리와 당위성 = 6
• 3. 통합교육을 위한 특수교육 보조원의 역할 = 9
• 4. 통합교육을 위한 특수교육 보조원의 활용 및 관리 = 13
• Ⅲ. 연구 방법 = 17
• 1. 연구 대상 = 17
• 2. 연구 도구 = 18
• 3. 연구 절차 = 19
• 4. 자료 처리 = 19
• Ⅳ. 연구 결과 및 논의 = 20
• 1. 특수학급 교사의 통합교육에 대한 일반적 인식 = 20
• 2. 특수교육보조원에 대한 특수학급 교사의 인식 = 23
• 3. 특수교육 보조원을 활용한 통합교육 실태 = 26
• 4. 통합교육을 위한 특수교육보조원 활용의 개선방안 = 37
• Ⅴ. 결론 및 제언 = 45
• 1. 결론 = 45
• 2. 제언 = 47
• 참고문헌 = 48
• 영문초록 = 51
• 부록 = 53