일반유아교사와 유아특수교사의 통합교육 이해와 요구에 관한 질적 연구 = A Qualitative Study on Regular Early Childhood Teachers'and Special Education Teachers' Awareness and Needs about Inclusive Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to offer authentic information about inclusive education for disabled children. Regular early childhood teachers and special education teachers who were the significant environmental factors for the inclusive education were participated in this study to find out the understanding and needs for inclusive education practicing inclusive education in a real education field.
For this, 4 regular teachers and 4 special education teachers, a vice-principal and a principal of a kindergarten in Chonla province were selected as participants. And the researcher had in-depth interviews and the focused group interview with participants. The interviews were transcribed and analyzed by means of the ethnographic method.
The results obtained in this study were as follows:
First, all of them felt that they needed the inclusive education. However, their attitude for this was still passive and they thought they needed support for some difficulties they have faced and burden which has been imposed on them, such as an open class, the lack of specialization in the education for the disabled children, financial problems and so on.
Second, both regular and special education teachers felt discomfort when the disabled children showed improper behaviors. That is why the information and advice are required especially. It means it is needed to obtain specialized knowledge about the inclusive education to enhance teaching practice which would let them know how to teach the children properly. In addition, all these methods are needed to give better education service for the disabled.
Third, it is needed that regular and special school teachers should take responsibility for all children to cooperate and to encourage their learning and development for the successful inclusive education. Thus, We should make cooperative environment. The cooperative environment means lots of factors. First, it means every teacher needs to be voluntary involved in inclusive education. Second, every teacher needs to achieve the same educational objectives. Third, regular teachers and special education teachers have to be treated equally and make the collaborative decisions sharing responsibility and obligation.
Lastly, regular and special school teachers should improve their roles by themselves. It is necessary to be full of co-existence which is significant not only for the normal children but also for the disabled children. It should not be done just visual integration, but the service-centered one.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 통합교육의 의미 변화 = 4
• 2. 장애유아 통합교육을 위한 교사의 인식과 태도 = 5
• 3. 장애유아 통합교육을 위한 교수 실행 = 5
• 4. 장애유아 통합교육을 위한 협력교수 = 8
• 5. 장애유아 통합교육을 위한 교사의 역할수행 = 10
• 6. 통합교육의 질적 연구 = 13
• Ⅲ. 연구 방법 = 14
• 1. 연구 참여자 = 14
• 2. 연구 도구 = 16
• 3. 연구 절차 = 18
• 4. 자료 분석 = 20
• Ⅳ. 연구결과 및 해석 = 22
• 1. 통합교육에 대한 일반유아교사와 유아특수교사의 인식과 태도 = 22
• 2. 통합교육시 실제 수업상황에서의 이해와 요구 = 36
• 3. 통합교육시 공동협력교수에 대한 이해와 요구 = 45
• 4. 교사의 역할수행에 대한 이해와 요구 = 50
• Ⅴ. 논의 = 56
• Ⅵ. 결론 및 제언 = 60
• 1. 결론 = 60
• 2. 제언 = 61
• 참고문헌 = 62
• ABSTRACT = 65