통합 교육 경험에 따른 일반 중학생의 장애 수용 태도 연구 = A Study on the Acceptance Attitude Toward the Handicapped in General Middle-School Students According to the Experience of Integration Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the handicap-acceptance attitude in general middle-school students toward students in the special class for middle school. Given indicating the specific objectives of this study, those were as follows;
First, it clarifies the difference in the handicap-acceptance attitudes by grade between the integration class and the non-integration class toward students in the special class for middle school.
Second, it examines into the difference in the handicap-acceptance attitudes by gender toward students in the special class for middle school.
Third, it clarifies the handicap-acceptance attitudes depending on whether or not the experience of integration in the non-integration class toward students in the special class for middle school.
Finally, it examines into the difference in the handicap-acceptance attitudes between grades toward students in the special class for middle school.
The present study targeted 141 persons in middle school students with the experience of integration education and in middle school students without the experience of integration education in Ulsan metropolitan city and Busan metropolitan city.
As for a method of a study, it investigated and analyzed questionnaire that was prepared in line with the present study aiming to examine students' acceptance attitude toward the handicapped, which is the most important for the integration education. The items of questionnaire comprised totally 30 items with 10 items for the friendship sphere, 10 items for the activity sphere, and 10 items for the school-work sphere.
The conclusions which were obtained in the results of this study were as follows;
First, as for the handicap-acceptance attitudes toward the handicapped students between students in the integration class and students in the non-integration class by grade for the integration middle school, it can be said that students in the integration class are more positive in the handicap-acceptance attitude. It can be said that the 1st graders in integration class for middle school are more positive in the handicap-acceptance attitude toward handicapped students than students in the non-integration class. Even as for the 3rd graders, it can be said that students in the integration class are more positive in the handicap-acceptance attitude than students in the non-integration class in terms of friendship sphere and the activity sphere. However, in terms of the school-work sphere, it can be said that students in the non-integration class have more positively handicap-acceptance attitudes than students in the integration class.
Second, as for the handicap-acceptance attitudes in general middle school students between groups by gender toward students in the special class, female students are more positive than male students.
Third, as for the handicap-acceptance attitudes depending on whether or not the experience of integration teaching in the non-integration class, the students with the experience of integration teaching can be said to be more positive in the handicap-acceptance attitudes than students without the experience of integration teaching.
Finally, as for the handicap-acceptance attitudes between grades, it can be said that the higher grade leads to being more negative in the handicap-acceptance attitude, in terms of the acceptance attitude toward the handicapped students in the spheres of friendship and of activity. However, in terms of the school-work sphere, it can be said that the higher grade leads to being more positive in the handicap-acceptance attitudes.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 통합 교육의 배경과 의의 = 7
• 2. 특수 학급 학생의 사회성 = 12
• 3. 일반 학생의 특수 학급 학생에 대한 수용 태도 = 16
• Ⅲ. 연구 방법 = 25
• 1. 연구 대상 = 25
• 2. 연구 도구 = 25
• 3. 연구 절차 = 26
• 4. 자료 처리 = 26
• Ⅳ. 연구 결과 및 논의 = 27
• 1. 통합반과 비통합반의 학년별 장애 수용 태도 = 27
• 2. 통합반과 비통합반의 성별 장애 수용 태도 = 31
• 3. 비통합반에서 통합 수업 경험 유무에 따른 장애 수용 태도 = 32
• 4. 학년간 장애 수용 태도 = 34
• 5. 종합 논의 = 36
• Ⅴ. 결론 및 제언 = 39
• 1. 결 론 = 39
• 2. 제 언 = 40
• 참고문헌 = 41
• 영문초록 = 46
• 부록 = 49