장애아동에 대한 비장애아동의 태도에 영향을 미치는 요인에 관한 연구

다국어 초록 (Multilingual Abstract)

Objectives of this study are to examine non-disabled children's attitudes (affective attitude, cognitive attitude, and behavioral attitude) toward disabled children, and to analyze factors affecting their attitudes, and finally to suggest policy measures to improve their attitudes based on the study results.
The sample was composed of 200 students; 115 students at 5th grade and 6th grade attending the school which have special classes for the education of physically and mentally disabled children; and 85 students at 5th grade and 6th grade attending the school which do not have special classes.
For statistical method, this study employed T-test, ANOVA, correlation, and regression analyses.
Study results are summarized as follows:
First, descriptive analyses show that sex and grade of non-disabled children, and educational level of their mothers were significantly associated with their attitudes toward disabled children. Behavioral attitude of girls were found to be more positive toward disabled children than boys. Affective attitude and behavioral attitude of children at 6th grade were found to be more positive toward disabled children than those at 5th grade. Children having mothers who graduated middle school level showed the most positive behavioral attitude toward disabled children, those of mothers who graduated high school level come next. However, religion did not have any significant effect on children's attitude toward disabled children.
Second, regression analyses show that the degree of contact, special classes, degree of understanding disability, parents' attitude toward disabled persons, and mass media were statistically significant in predicting non-disabled children's toward disabled children, supporting research hypotheses.
The range of contact with the disabled persons (encounter with disabled persons at street, neighborhood, or home) was not significantly associated with the attitudes of children, meanwhile the degree of contact with the disabled persons (talk with, play together, or make a friend) were positively associated with affective attitude and cognitive attitude of non-disabled children toward disabled children.
Disability education was not significantly associated with non-disabled children's attitudes toward disabled children, however, special classes at the school were found to have positive effects on non-disabled children's behavioral attitude toward disabled children. The degree of understanding disability was found to have positive effects on non-disabled children's affective attitude, cognitive attitude, and behavioral attitude toward disabled children.
Attitudes of parents were positively affecting the non-disabled children's three attitudes toward disabled children. Mass media were positively affecting the non-disabled children's affective attitude and behavioral attitude. However, teachers' attitude did not have any significant effects on non-disabled children's attitude.
Policy implications are as follows;
First, it is crucial to create an environment where non-disabled children have opportunities to contact with disabled children frequently by removing physical barriers and stereotypical thoughts towards disabled children. This can be accomplished through education of non-disabled children.
Second, it is important to provide general education dealing with disability which help non-disabled children gain understanding of disabled children. More specifically, disability related programs and activities at school should be provided more systematically.
Third, it is significant to open special classes at the school to improve the attitudes toward disabled children. Opportunities of contacts, learning, play, and activities where non-disabled children contact and interact freely with disabled children must be increased.
Forth, the role of parents is most significant on their children's attitudes not only at school but also at home. Parents stimulate their children to have a balanced and positive attitude toward disabled children. Therefore it is strongly required to have such a correct recognition of disabled children through meeting or talk with parents of disabled children and non-disable children.
Lastly, mass media should be broadly publicized and promoted to help understanding of disability. Mass media should pay attention not to cause sympathy or offence toward disabled people but to emphasize the equality between disabled people and non-disable people. It must highlight the fact that whether disabled people or non-disabled people have equal rights and they must harmonize to light our society’s future.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 1
• 2. 연구목적 및 문제 4
• Ⅱ. 이론적 배경
• 1. 장애인의 사회통합 5
• 2. 통합교육 6
• 3. 태도에 관한 이론적 고찰 9
• 4. 장애아동에 대한 태도와 관련된 요인 14
• Ⅲ. 연구모형 및 연구 가설
• 1. 연구모형 21
• 2. 연구가설 22
• Ⅳ. 연구방법 및 절차
• 1. 표본 24
• 2. 변수와 측정 26
• 3. 분석방법 31
• Ⅴ. 연구결과
• 1. 장애아동에 대한 비장애아동의 태도 32
• 2. 변수들의 상관관계 35
• 3. 가설검증 38
• Ⅵ. 결론 및 제언
• 1. 연구결과 50
• 2. 연구의 함의 56
• 3. 연구의 한계점 59
• 참고문헌 60
• 설문지 70