This study aimed to analyze relations between the recognition level (importance and the present level) and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools and...
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통합교육 관련 요인에 대한 초등학교 통합학급 담당교사의 인식수준과 만족도 = (A) study on inclusive class teachers' recognition level and satisfaction with factors related to inclusive education in elementary schools
한글로보기https://www.riss.kr/link?id=T11567214
- 저자
-
발행사항
경산 : 대구대학교, 2009
-
학위논문사항
학위논문(박사) -- 대구대학교 대학원 , 특수교육학과 학습장애아교육전공 , 2009
-
발행연도
2009
-
작성언어
한국어
-
KDC
379 판사항(4)
-
DDC
371.9 판사항(21)
-
발행국(도시)
경상북도
-
형태사항
v, 150 p. : 도표 ; 26 cm
-
일반주기명
참고문헌: p. 106-128
-
소장기관
- 국립중앙도서관
- 대구대학교 학술정보원
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
This study aimed to analyze relations between the recognition level (importance and the present level) and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools and to provide basic data for successful inclusive education. Concrete objectives were as follows:
First, to determine the level of recognition of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, differences in recognition of importance, differences in recognition of the present level, and differences in recognition between importance and the present level.
Second, to determine relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, relations between importance and satisfaction, and between the present level and satisfaction.
For this purpose, questionnaires were distributed in the random sample of 500 inclusive class teachers in elementary schools all over the countries to determine the recognition level and satisfaction with factors related to inclusive education among inclusive class teachers in elementary schools.
423 questionnaires (84.6%) were returned, and finally 390 copies (78.0%) were analyzed, with improper ones excluded, for example, due to missing values. One-way ANOVA and paired-sample t-test were applied to the recognition level for factors related to inclusive education, along with correlation analysis and multiple regression analysis for relations between the recognition level and satisfaction.
Based on the results and the discussion of this study, the following conclusions were drawn.
First, as for recognition of importance of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, the group of female teachers recognized all factors related to inclusive education as being important; the age group of those in their fifties or above recognized teachers' professional and instructional adaptation as being important; the group of those with three experiences or more of inclusive education recognized personal adaptive behavior, social skills, and teachers' professional as being important; the group of those with teaching career of ten years or more recognized school adaptive behavior as being important; and the group of those with no experience of training recognized personal adaptive behavior and instructional support as being important. As for recognition of the present level, the group of male teachers showed low recognition of instructional adaptation and formation of comprehension and collaboration relationship; the group of younger teachers showed low recognition of teachers' professional and instructional adaptation; the group of those with less experience of inclusive education showed low recognition of teachers' professional. The group of teachers with teaching career of ten years or more showed low recognition of personal adaptive behavior, social skills, and academic readiness while the group of those with teaching career of less than ten years showed low recognition of teachers' professional. The group of teachers for lower-graders showed low recognition of personal adaptive behavior, school adaptive behavior, social skills, and academic readiness; in terms of disability type, the group which includes children with emotional disturbance showed low recognition of personal adaptive behavior and school adaptive behavior while the group which includes physically handicapped children showed low recognition of social skills and academic readiness. As for differences in recognition between importance and the present level, both groups showed great differences in recognition of instructional adaptation (excluding male teachers), instructional support, and educational facilities and administration support. Older teachers showed greater differences in recognition of social skills, academic readiness, instructional adaptation, instructional support, and educational facilities and administration support. All of the three groups in terms of experience in inclusive education showed great differences in recognition of instructional adaptation (excluding the group with three experiences or more), instructional support, and educational facilities and administration support; those with longer teaching career showed great differences in recognition of social skills and academic readiness; all of the three groups in terms of training experience showed great differences in recognition of instructional support and educational facilities and administration support. Teachers for lower-graders showed great differences in recognition of instructional adaptation, academic readiness, and social skills. In terms of disability type, all the groups showed great differences in recognition of educational facilities and administration support; the group which includes children with mental retardation showed great differences in recognition of academic readiness, instructional adaptation, and instructional support; the group which includes physically handicapped children showed great differences in recognition of social skills, academic readiness, instructional support, and formation of comprehension and collaboration relationship; the group which includes children with emotional disturbance showed great differences in recognition of personal adaptive behavior, social skills, academic readiness, instructional adaptation, and instructional support; the group which includes children with learning disabilities showed great differences in recognition of social skills and instructional support; and the group which includes children with multiple disabilities showed great differences in recognition of instructional adaptation, instructional support, and formation of comprehension and collaboration relationship.
Second, as for relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, there was little correlation between importance and satisfaction, and it was difficult to predict satisfaction with inclusive education in a regression analysis model for importance and satisfaction.
There was high correlation between the present level and satisfaction; it was somewhat possible to predict satisfaction with inclusive education in a regression analysis model for the present level and satisfaction.
On the basis of the results and conclusions, the following suggestions can be made for follow-up researches.
First, it is necessary to conduct a research by adding various research methods including in-depth interviews. Second, it is necessary to conduct a research by expanding the range of schools to include kindergartens and middle and high schools. Third, it is necessary to conduct a research by expanding the range of subjects to include family members and community members.
First, to determine the level of recognition of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, differences in recognition of importance, differences in recognition of the present level, and differences in recognition between importance and the present level.
Second, to determine relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, relations between importance and satisfaction, and between the present level and satisfaction.
For this purpose, questionnaires were distributed in the random sample of 500 inclusive class teachers in elementary schools all over the countries to determine the recognition level and satisfaction with factors related to inclusive education among inclusive class teachers in elementary schools.
423 questionnaires (84.6%) were returned, and finally 390 copies (78.0%) were analyzed, with improper ones excluded, for example, due to missing values. One-way ANOVA and paired-sample t-test were applied to the recognition level for factors related to inclusive education, along with correlation analysis and multiple regression analysis for relations between the recognition level and satisfaction.
Based on the results and the discussion of this study, the following conclusions were drawn.
First, as for recognition of importance of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, the group of female teachers recognized all factors related to inclusive education as being important; the age group of those in their fifties or above recognized teachers' professional and instructional adaptation as being important; the group of those with three experiences or more of inclusive education recognized personal adaptive behavior, social skills, and teachers' professional as being important; the group of those with teaching career of ten years or more recognized school adaptive behavior as being important; and the group of those with no experience of training recognized personal adaptive behavior and instructional support as being important. As for recognition of the present level, the group of male teachers showed low recognition of instructional adaptation and formation of comprehension and collaboration relationship; the group of younger teachers showed low recognition of teachers' professional and instructional adaptation; the group of those with less experience of inclusive education showed low recognition of teachers' professional. The group of teachers with teaching career of ten years or more showed low recognition of personal adaptive behavior, social skills, and academic readiness while the group of those with teaching career of less than ten years showed low recognition of teachers' professional. The group of teachers for lower-graders showed low recognition of personal adaptive behavior, school adaptive behavior, social skills, and academic readiness; in terms of disability type, the group which includes children with emotional disturbance showed low recognition of personal adaptive behavior and school adaptive behavior while the group which includes physically handicapped children showed low recognition of social skills and academic readiness. As for differences in recognition between importance and the present level, both groups showed great differences in recognition of instructional adaptation (excluding male teachers), instructional support, and educational facilities and administration support. Older teachers showed greater differences in recognition of social skills, academic readiness, instructional adaptation, instructional support, and educational facilities and administration support. All of the three groups in terms of experience in inclusive education showed great differences in recognition of instructional adaptation (excluding the group with three experiences or more), instructional support, and educational facilities and administration support; those with longer teaching career showed great differences in recognition of social skills and academic readiness; all of the three groups in terms of training experience showed great differences in recognition of instructional support and educational facilities and administration support. Teachers for lower-graders showed great differences in recognition of instructional adaptation, academic readiness, and social skills. In terms of disability type, all the groups showed great differences in recognition of educational facilities and administration support; the group which includes children with mental retardation showed great differences in recognition of academic readiness, instructional adaptation, and instructional support; the group which includes physically handicapped children showed great differences in recognition of social skills, academic readiness, instructional support, and formation of comprehension and collaboration relationship; the group which includes children with emotional disturbance showed great differences in recognition of personal adaptive behavior, social skills, academic readiness, instructional adaptation, and instructional support; the group which includes children with learning disabilities showed great differences in recognition of social skills and instructional support; and the group which includes children with multiple disabilities showed great differences in recognition of instructional adaptation, instructional support, and formation of comprehension and collaboration relationship.
Second, as for relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, there was little correlation between importance and satisfaction, and it was difficult to predict satisfaction with inclusive education in a regression analysis model for importance and satisfaction.
There was high correlation between the present level and satisfaction; it was somewhat possible to predict satisfaction with inclusive education in a regression analysis model for the present level and satisfaction.
On the basis of the results and conclusions, the following suggestions can be made for follow-up researches.
First, it is necessary to conduct a research by adding various research methods including in-depth interviews. Second, it is necessary to conduct a research by expanding the range of schools to include kindergartens and middle and high schools. Third, it is necessary to conduct a research by expanding the range of subjects to include family members and community members.
This study aimed to analyze relations between the recognition level (importance and the present level) and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools and to provide basic data for successful inclusive education. Concrete objectives were as follows:
First, to determine the level of recognition of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, differences in recognition of importance, differences in recognition of the present level, and differences in recognition between importance and the present level.
Second, to determine relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools: specifically, relations between importance and satisfaction, and between the present level and satisfaction.
For this purpose, questionnaires were distributed in the random sample of 500 inclusive class teachers in elementary schools all over the countries to determine the recognition level and satisfaction with factors related to inclusive education among inclusive class teachers in elementary schools.
423 questionnaires (84.6%) were returned, and finally 390 copies (78.0%) were analyzed, with improper ones excluded, for example, due to missing values. One-way ANOVA and paired-sample t-test were applied to the recognition level for factors related to inclusive education, along with correlation analysis and multiple regression analysis for relations between the recognition level and satisfaction.
Based on the results and the discussion of this study, the following conclusions were drawn.
First, as for recognition of importance of factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, the group of female teachers recognized all factors related to inclusive education as being important; the age group of those in their fifties or above recognized teachers' professional and instructional adaptation as being important; the group of those with three experiences or more of inclusive education recognized personal adaptive behavior, social skills, and teachers' professional as being important; the group of those with teaching career of ten years or more recognized school adaptive behavior as being important; and the group of those with no experience of training recognized personal adaptive behavior and instructional support as being important. As for recognition of the present level, the group of male teachers showed low recognition of instructional adaptation and formation of comprehension and collaboration relationship; the group of younger teachers showed low recognition of teachers' professional and instructional adaptation; the group of those with less experience of inclusive education showed low recognition of teachers' professional. The group of teachers with teaching career of ten years or more showed low recognition of personal adaptive behavior, social skills, and academic readiness while the group of those with teaching career of less than ten years showed low recognition of teachers' professional. The group of teachers for lower-graders showed low recognition of personal adaptive behavior, school adaptive behavior, social skills, and academic readiness; in terms of disability type, the group which includes children with emotional disturbance showed low recognition of personal adaptive behavior and school adaptive behavior while the group which includes physically handicapped children showed low recognition of social skills and academic readiness. As for differences in recognition between importance and the present level, both groups showed great differences in recognition of instructional adaptation (excluding male teachers), instructional support, and educational facilities and administration support. Older teachers showed greater differences in recognition of social skills, academic readiness, instructional adaptation, instructional support, and educational facilities and administration support. All of the three groups in terms of experience in inclusive education showed great differences in recognition of instructional adaptation (excluding the group with three experiences or more), instructional support, and educational facilities and administration support; those with longer teaching career showed great differences in recognition of social skills and academic readiness; all of the three groups in terms of training experience showed great differences in recognition of instructional support and educational facilities and administration support. Teachers for lower-graders showed great differences in recognition of instructional adaptation, academic readiness, and social skills. In terms of disability type, all the groups showed great differences in recognition of educational facilities and administration support; the group which includes children with mental retardation showed great differences in recognition of academic readiness, instructional adaptation, and instructional support; the group which includes physically handicapped children showed great differences in recognition of social skills, academic readiness, instructional support, and formation of comprehension and collaboration relationship; the group which includes children with emotional disturbance showed great differences in recognition of personal adaptive behavior, social skills, academic readiness, instructional adaptation, and instructional support; the group which includes children with learning disabilities showed great differences in recognition of social skills and instructional support; and the group which includes children with multiple disabilities showed great differences in recognition of instructional adaptation, instructional support, and formation of comprehension and collaboration relationship.
Second, as for relations between the recognition level and satisfaction with factors related to inclusive education according to background variables of inclusive class teachers in elementary schools, there was little correlation between importance and satisfaction, and it was difficult to predict satisfaction with inclusive education in a regression analysis model for importance and satisfaction.
There was high correlation between the present level and satisfaction; it was somewhat possible to predict satisfaction with inclusive education in a regression analysis model for the present level and satisfaction.
On the basis of the results and conclusions, the following suggestions can be made for follow-up researches.
First, it is necessary to conduct a research by adding various research methods including in-depth interviews. Second, it is necessary to conduct a research by expanding the range of schools to include kindergartens and middle and high schools. Third, it is necessary to conduct a research by expanding the range of subjects to include family members and community members.
목차 (Table of Contents)
- Ⅰ. 서론 1
- 1. 연구의 필요성 1
- 2. 연구의 목적 4
- 3. 용어의 정의 5
- Ⅱ. 이론적 배경 7
- Ⅰ. 서론 1
- 1. 연구의 필요성 1
- 2. 연구의 목적 4
- 3. 용어의 정의 5
- Ⅱ. 이론적 배경 7
- 1. 통합교육의 이해 7
- 2. 통합교육 관련요인 13
- 3. 통합교육에 대한 교사 인식과 만족도 31
- Ⅲ. 연구 방법 33
- 1. 연구 대상 33
- 2. 연구 도구 34
- 3. 연구 절차 37
- 4. 자료 처리 37
- IV. 연구 결과 39
- 1. 배경 변인에 따른 관련 요인별 통합교육 인식수준 39
- 2. 통합교육 관련 요인별 인식수준과 만족도와의 관계 84
- V. 논 의 90
- 1. 연구 방법에 대한 논의 90
- 2. 연구 결과에 대한 논의 92
- VI. 결론 및 제언 102
- 1. 결론 102
- 2. 제언 105
- 참고문헌 106
- 영문초록 129
- 부록 133
참고문헌 (Reference)
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