재택·순회교육에 대한 통합학교 교사의 인식 = A study in the recognition of an integrated school for residential and itinerant education.

다국어 초록 (Multilingual Abstract)

A study in the recognition of an integrated school for residential and itinerant education.

(Abstract)
The purpose of this study was to investigate the recognition of integrated
school teacher's regarding to residential and itinerant education.
The objective of this study as follows :
First, the importance of teachers' disposition needed in residential and
itinerant education was clarified by form of job grade and carriers.
Second, the importance of teacher's role needed in residential and itinerant
education was clarified by form of job grade and carriers.
Third, the importance of teacher’s attitude needed in residential and itinerant
education was clarified by form of job grade and carriers.
Method of survey :
The object of this study was composed of 132 people including teacher's and
professional-class. The questionnaires were composed of 20 questions by sex,
grade of schools, carriers and pursue the study of residential and itinerant
education.
The analysis :
The analysis of questionnaires was verified with data coding, data cleaning
and the statistical processing with SPSS 12.0 for window and packages
program.
The Result :
First, everyone accepted very important recognition about integrated education
in total and teachers’ cooperation in detail. We could find male teacher's
recognition was higher than female teachers’ by importantly recognizing about
education environment for trouble students. When we looked at the guide about
residential and itinerant education, it was shown that the levelof total
recognition was lower and male teachers recognized more than female
teachers in sex. In addition, the teachers having research study experience
related to specific education recognized more than not having.
Third, we reviewed not only the role of residential and itinerant teachers but
also the process of residential and itinerant education. We could find that they
were recognized importantly in general. The teachers having lots of research
study experience related to specific education and teaching experience
recognized more importantly about residential and itinerant education in general.
The suggestions were as follows :
First, for flexible integrated education, we need basic knowledge about
Residential and itinerant education. Therefore, many teachers must consider
he proper class of trouble student and general student through the research
study related to specific education. Especially female teachers, as recognizing
importantly not only the role of residential and itinerant teacher but also the
process of residential and itinerant education, they must fill higher lack of
knowledge about basic guide of residential and itinerant education.
Second, for better residential and itinerant education, the cooperation of
parents and local society must be first. For parent’s cooperation about finding
the character of trouble student, periodical meeting must be leaded to make
familiar with undertaking teacher with parents. In addition, it is needed to
make up for organized cooperation system with local society, so that medical
service or experience study can be connected with integrated education.
Third, with undertaking teacher for trouble students of the middle path and
he middle period, it must make higher the educational quality of residential
and itinerant education by making up for teachers having lots of research study
experience related to specific education and teaching experience.
Forth, research will to have a interview to get the good quality data and it
will be better to do residential and itinerant education.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 4
• 3. 용어의 정의 4
• 1) 특수교육대상자 4
• 2) 중도·중복장애(severe and multiple disabilities) 5
• 3) 재택·순회교육 5
• 4) 통합학교의 정의 6
• 4. 연구의 제한점 6
• II. 이론적 배경 7
• 1. 재택·순회교육의 성격과 배경 7
• 1) 재택·순회교육의 성격 7
• 2) 재택·순회교육의 배경 8
• 2. 재택·순회교육의 운영형태 9
• 1) 재택·순회교육의 발전과정 9
• 2) 재택·순회교육의 학습 모형 12
• (1) 시설·병원 학습 모형 13
• (2) 가정 교육 모형 I 13
• (3) 가정 교육 모형 II 14
• 3) 재택·순회교육의 관련변인 15
• (1) 교사 변인 15
• (2) 보호자 변인 16
• (3) 행·재정적 변인 17
• (4) 재택·순회교육에 관련 법규 18
• 3. 재택·순회교육의 자질과 역할 20
• 1) 재택·순회교사의 자질 20
• 2) 재택·순회교사의 역할 21
• (1) 사정의 역할 21
• (2) 지도의 역할 22
• (3) 상담의 역할 23
• 4. 재택·순회교육의 관련 선행 연구의 동향 24
• III. 연구 방법 26
• 1. 연구대상 26
• 2. 연구설계 26
• 3. 연구도구 27
• 4. 연구절차 29
• 5. 자료처리 29
• IV. 분석결과 30
• 1. 통합교육에 대한 인식 30
• 2. 재택·순회교육에 대한 지침 32
• 1) 시/도교육청의 재택·순회교육에 관한 지침 32
• 2) 통합 교육과정과 재택·순회 교육과정 33
• 3. 재택·순회교육에 대한 인식 34
• V. 결론 및 논의 40
• 1. 결론 40
• 2. 제언 44
• 참고문헌 45
• 부록 <재택·순회 교육에 대한 통합학교 교사의 인식 조사에 관한 설문지> 49
• ABSTRACT 52
• 표목차 0
• <표 3.1> 연구 대상자의 특성 26
• <표 3.2> 설문지 구성 일람표 28
• <표 4.1> 통합교육에 대한 인식 31
• <표 4.2> 통합교육에 대한 교사의 인식 31
• <표 4.3> 시/도교육청의 재택·순회교육에 관한 지침 33
• <표 4.4> 통합 교육과정과 재택·순회 교육과정 34
• <표 4.5> 재택·순회교육에 대한 인식 35
• <표 4.6> 성별에 따른 통합학교 교사의 인식 36
• <표 4.7> 교육경력에 따른 통합학교 교사의 인식 38
• <표 4.8> 특수교육 관련 연수 경험의 유/무에 따른 통합학교 교사의 인식 39