장애관련 영화 및 비디오 시청에 따른 장애아동에 대한 일반아동의 수용태도 = Ordinary Children Acceptance of Physically and Mentally Handicapped Children by Watching the Related Movies and Video Tapes

다국어 초록 (Multilingual Abstract)

For a success of comprehensive educations for handicapped children, we conducted a survey with 301 students of elementary schools that have classes for the handicapped to find out the effectiveness of various factors (scholastic year, sex, experiences of studying with the handicapped, the number of watching times) which can influence on encouraging positive acceptance of general children for the handicapped.
The results from this research are as below.
Firstly, the average acceptance by the areas of students, who have watched the movies or videos related to the handicapped, shows the most positive in the second grade, followed by the fourth grade, and then the sixth grade in the areas of school life, personal life and leisure times. There is a discernible discrepancy between grades. There was no discernible discrepancy between the second and the fourth grade, but there was between the fourth and the sixth grade. It means that the acceptance of the sixth grade students for the handicapped shows more negative than that of the second and the fourth grade students.
Secondly, there is a discernible discrepancy between male and females acceptance for the handicapped by the areas. Male showed more positive acceptance than female in the areas of school life, personal life and leisure times.
Thirdly, regarding the normal children's acceptance for the handicapped by the areas, according to their experiences of working with the handicapped, the average acceptance of the students who have no experience is generally higher than that of those who have the experience, but its discrepancy is insignificant.
Fourthly, regarding the acceptance for the handicapped by the areas, according to the number of watching movies or videos related to the handicapped, although the highest average appears to the number of one time, followed by two and above three times in the areas of school life, personal life and leisure times, it does not show significant discrepancy statistically as the number of watching goes up.
The following suggestions are for the related future researches based on the conclusion of this research
Firstly, although the watching movies and videos related to the handicapped have been done widely not only at schools but also at home, the thoughtful educational consideration to understand the handicapped properly is very important. Once the negative attitude against the handicapped is fixed by students own experiences related to the handicapped, it is not easy to correct it. It needs to develop the appropriate programs suitable for students level to enhance the positive attitude for the handicapped students. Changing the students' acceptance for the disabled through just one-time watching movies and videos is difficult. To enhance the positive acceptance of low-grade students for the handicapped, systematic and sustained programs should be executed, parallel with the proper instructions.
Secondly, the variable factors used in this research are restricted only to the experiences of watching movies and videos related to the handicapped, but in the following researches, the comparison researches of various kinds of activities related to the handicapped are needed to produce the favorable attitude for the handicapped.
Thirdly, the participants of this research are restricted to the students of the school that the researcher is working for, but it needs follow-up researches with students from other schools in other locations.

목차 (Table of Contents)

• I. 서 론 = 1
• 1. 연구 필요성 = 1
• 2. 연구 목적 = 3
• 3. 용어 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 성공적인 통합교육 = 5
• 2. 장애아동에 대한 일반 아동의 태도 = 8
• 3. 영상자료의 교육적 가치 = 14
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 도구 = 20
• 3. 연구 절차 = 20
• 4. 자료 처리 = 21
• Ⅳ.연구 결과 및 논의 = 22
• 1. 학년 수준에 따른 영역별 수용태도 비교 = 22
• 2. 성차에 따른 영역별 수용태도 비교 = 26
• 3. 통합경험 유무에 따른 영역별 수용태도 비교 = 27
• 4. 시청 횟수에 따른 수용태도 비교 = 28
• V. 결론 및 제언 = 31
• 1. 결 론 = 31
• 2. 제 언 = 31
• 참고문헌 = 33
• 영문초록 = 38
• 부 록 = 40
• 장애아동에 대한 일반아동의 수용태도에 대한 설문지 = 40