장애 통합교육에서 교사, 학부모의 인식차이와 교사의 역할 및 협력교수에 대한 인식비교 = Recognition of mainstreaming among early childhood education teachers, and parents, in mainstreamed institutions and difference on the their recognition and the actual state of teachers'roles and cooperative teaching in order

국문 초록 (Abstract)

국 문 초 록

본 연구에서는 장애 통합교육 기관의 유아교사와 특수교사, 비장애 학부모와 장애 학부모의통합교육에 대한 인식과 교사의 역할 및 협력교수에 대한 인식과 실태를 조사하였으며, 이를 통해 성공적인 유아통합교육을 위한 바람직한 환경과 협력 교수 연구의 기초 자료를 제공하고자 하였다.

이에 따른 구체적인 연구문제는 다음과 같다.

1. 장애유아 통합교육에서 일반교사와 특수교사의 통합교육
에 대한 인식과 교육적 효과 인식에는 어떤 차이가 있는가?
2. 장애유아 통합교육에서 비장애아 학부모와 장애아 학부모의
통합교육에 대한 전반적인 인식 및 교육적 효과에 대한
인식에는 어떤 차이가 있는가?
3. 장애유아 통합교육에서 비장애 유아 및 장애유아에 대한
유아교사와 특수교사 역할에 대한 인식과 실제 역할 수행
에는 어떠한 차이가 있는가?
4. 장애유아 통합교육에서 유아교사와 특수교사의 실제 협력
교수에 대한 교사의 인식과 이상적인 협력교수모델에는
어떠한 차이가 있는가?
5. 장애유아 통합교육에서 유아교사와 특수교사의 이상적인
협력교수 모델에 대한 비장애 학부모와 장애 학부모간에
는 유의한 차이가 있는가?

본 연구에서는 유아통합교육 기관의 한 학급에 함께 배치되어 있는 유아교사 50명, 유아특수교사 50명, 비장애 학부모 50명, 장애 학부모 50명 총 200명을 대상으로 설문조사 하였으며, 연구의 결과는 다음과 같다.

첫째, 장애유아 통합교육에서 유아교사와 특수교사의 교사 집단 간 통합교육에 대한 전반적인 인식의 차이를 비교 분석해 본 결과 모든 부분에서 일반교사보다 특수교사가 통합교육에 대한 일반적 인식이 높은 것으로 나타났으며, 장애유아 통합교육에서 유아교사와 특수교사의 교사 집단 간 통합교육에 대한 교육적 효과에 대한 인식의 차이를 비교 분석해 본 결과 언어영역에서 유의미한 차이가 나타났다.
둘째, 장애유아 통합교육에 대한 전반적인 인식 및 교육적 효과 인식에서 모두 장애아 학부모가 비장애아 학부모보다 높게 나타났다.
셋째, 장애유아 통합교육에서 비장애 유아 및 장애유아에 대한 유아교사와 특수교사 역할에 대한 인식에 대한 차이는 비장애 유아 교육에 대해 두 교사 집단 모두 대부분의 교육을 함께 담당해야 한다고 높게 인식하고 있었다.
그리고 유아교사에 비해 유아특수교사가 함께 담당해야 함을 더 높게 인식하고 있었다.
장애유아 통합교육에서 비장애 유아 및 장애유아에 대한 유아교사와 특수교사의 실제 역할 수행에는 어떠한 차이가 있는지 비교 분석한 결과는 비장애아 교육의 모든 부분에서 유아교사역할 담당을 장애아 교육의 모든 부분에서는 특수교사의 역할 담당을 높게 응답하였다.
넷째, 장애유아 통합교육에서 유아교사와 특수교사의 실제 협력교수에 대한 인식에는 어떤 차이가 있는지 비교 분석한 결과는 두 교사 집단 모두 팀교수 유형을 실제 실행하고 있으며, 다음으로 교사/보조자의 유형을 실행하고 있는 것으로 나타났다.
이상적인 협력교수에 대한 인식에는 차이가 있는지 비교 분석한 결과는 두 교사 집단 모두 이상적인 협력유형으로 팀교수 유형과 대안교수 유형을 높게 인식하고 교사/보조자 유형을 낮게 인식하고 있음을 알 수 있었다.
다섯째, 비장애아, 장애아 학부모 모두 교수 학습형태는 교대로 수업하는 것이 이상적인 협력교수 모델로 가장 높게 나타났으나, 실제는 교사/보조자의 형태를 이루어지는 것을 알 수 있었다.

다국어 초록 (Multilingual Abstract)

ABSTRACT


Recognition of mainstreaming among early childhood education teachers, and parents, in mainstreamed institutions and difference on the their recognition and the actual state of teachers'roles and cooperative teaching in order

Jiah Nam
Major in Early Childhood Education
Graduate School of Education
Kyung Hee University

This study investigated recognition of mainstreaming among early childhood education teachers, special education teachers, disabled children's parents, and non-disabled children's parents in mainstreamed institutions and their recognition and the actual state of teachers' roles and cooperative teaching in order to provide basic data for researches on desirable environment and cooperative teaching for successful early childhood mainstreaming.
To do this, the following specific questions were set:

1. What differences are there in recognition of mainstreaming for disabled young children and its educational effectiveness between general and special education teachers?
2. What differences are there in general recognition of mainstreaming for disabled young children and recognition of its educational effectiveness between non-disabled children's parents and those of disabled children?
3. What differences are there in recognition of roles for disabled and non-disabled children in terms of mainstreaming and actual duty performance between early childhood education and special education teachers?
4. What differences are there in recognition of actual cooperative teaching and in an ideal cooperative teaching model in terms of mainstreaming for disabled young children between early childhood education and special education teachers?
5. Is there any significant difference in an ideal cooperative teaching model for early childhood education and special education teachers in terms of mainstreaming between disabled children's parents and those of non-disabled children?
A survey was conducted with a total of 200 persons, including 50 early childhood education teachers, 50 early childhood special education teachers, 50 parents of non-disabled children, and 50 parents of disabled ones, in mainstreamed early childhood education institutions, obtaining the following results.
First, according to the comparative analysis of general recognition of mainstreaming for disabled young children between early childhood education and special education teachers, general teachers showed higher recognition of mainstreaming than special education teachers in all parts; as for differences in recognition of educational effectiveness of mainstreaming for young children between early childhood education and special education teachers, significant differences were found in the verbal area alone.
Second, disabled children's parents all showed higher recognition of young children mainstreaming in general and of its educational effectiveness than those of non-disabled children.
Third, as for differences in recognition of roles of early childhood education and special education teachers for disabled and non-disabled children in young children mainstreaming, both groups showed high recognition of joint charge of most education for non-disabled ones.
Early childhood special education teachers showed higher recognition of joint charge than early childhood education teachers. As for differences in actual duty performance for disabled and non-disabled children in mainstreaming for young children between early childhood education and special education teachers, they showed higher recognition of early childhood teachers' roles in all areas of education for non-disabled children and of special education teachers' roles in all areas of education for disabled children.
Fourth, according to the comparative analysis to see differences in recognition of actual cooperative teaching for young children mainstreaming between early childhood education and special education teachers, both groups were actually performing the type of team teaching, along with the teacher-assistant type.
As for differences in recognition of ideal cooperative teaching, both groups showed high recognition of team teaching and alternative teaching types for ideal cooperation and low recognition of the teacher-assistant type.
Fifth, while both disabled children's parents and those of non-disabled ones showed the highest recognition of shift teaching as an ideal cooperative teaching model, the teacher-assistant type could actually be found.

목차 (Table of Contents)

• 목 차
• 국문초록 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Ⅳ
• Ⅰ. 서론 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 1
• 1.연구의 필요성 및 목적 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 1
• 2. 연구문제 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 4
• 3. 용어 정의­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 6
• Ⅱ. 이론적 배경­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 8
• 1. 통합교육 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 8
• 1) 통합교육의 개념 및 의의­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 8
• 2) 통합교육의 효과 및 조건 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 9
• 2. 장애유아 통합교육에 대한 인식 및 교육적 효과에 대한
• 인식 ­­­­­­­­­­­­­­­­­­12
• 1) 교사 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 12
• 2) 학부모­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 14
• 3. 통합교육에서 교사의 역할에 대한 인식 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 16
• 1) 일반교사 및 특수교사 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 16
• 2) 학부모가 교사의 역할에 대한 인식­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­18
• 4. 통합교육에서의 교수법­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 21
• 1) 협력교수의 개념 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 21
• 2) 협력교수의 중요성­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 22
• 3) 협력교수의 유형 및 방법 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 22
• Ⅲ. 연구방법 ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 25
• 1. 연구대상­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 25
• 2. 연구도구­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 28
• 3. 연구절차­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 30
• 4. 자료분석­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 30
• Ⅳ. 연구 결과 및 해석
• 1. 장애유아 통합교육에서 일반교사와 특수교사의 통합
• 교육에 대한 인식과 교육적 효과 인식에 대한 차이 비교­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 31
• 2. 장애유아 통합교육에서 비장애아 학부모와 장애아 학부모
• 의 통합교육에 대한 전반적인 인식 및 교육적 효과에
• 대한 인식차이 비교­­­­­­­­­­­­­­­­­­­­­­­ 33
• 3. 장애유아 통합교육에서 비장애 유아 및 장애유아에 대한
• 유아교사와 특수교사 역할에 대한 인식과 실제 역할
• 수행에 대한 차이 비교­­­­­­­­­­­­­­­­­­­­­­ 36
• 4. 장애유아 통합교육에서 유아교사와 특수교사의 실제 협력
• 교수에 대한 교사의 인식과 이상적인 협력교수모델에 대한
• 차이 비교­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 39
• 5. 장애유아 통합교육에서 유아교사와 특수교사의 이상적인
• 협력교수 모델에 대한 비장애아 학부모와 장애아학부모
• 간의 차이 비교­­­­­­­­­­­­­­­­­­­­­­­­ 41
• Ⅴ. 결론 및 논의­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 43
• 참고문헌­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 51
• 부록­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 58
• ABSTRACT­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 77