사립유치원에서의 통합교육 및 협력교수에 대한 연구

다국어 초록 (Multilingual Abstract)

ABSTRACT


A Study on the Inclusive Education and
Co-teaching in the Private Kindergarten.

Mun, Mi Jung

Major in Early Childhood Special Education
Graduate School of Education, Kongju National University

Supervised by Professor Noh, Jina. Ph. D.


This study aims to suggest a direction for cooperative teaching for successful inclusive education by embodying basic data of effective cooperative teaching operation through procedural analysis on the private kindergarten

The research subjects following the purposes of research are as below.

1. What is the current status of unified education like in private kindergarten?
2. What are private kindergarten teachers’ recognition on the cooperative teaching and its actual operation like?
3. What are the problems and requested supports like on the operation of cooperative teaching at private kindergarten?

The research results suggested above are concluded as below.

Firstly, it was thought that the unified education at private kindergarten was generalized following the change in recognition on the unified education at infant educational facility. Though there is not large number of kindergarten teachers majored in special education, there have been many struggles for unified education from different aspects. Most of all, cooperative teaching is the precondition of effective unified education, and it was recognized to have positive influence on both all the infants and teachers.
Secondly, the planning, operating and evaluating courses for cooperative teaching in kindergarten are being done for yearly, weekly and daily plans, and it was roughly done dependent on the situation in most cases. The exchange between teachers was made through informal information exchange and there was difficulty upon providing regular hour due to busy schedule. Heavy workload and duty of class operation as a kindergarten teacher was quite stressful to the teachers.
Thirdly, lack of confidence due to lack of professional knowledge as a teacher was mentioned as what makes cooperative teaching difficult in kindergarten. There is insufficient training to get information for unified education and it was difficult to find actually helpful training. The participation in training was not active because of short of time and geographical and economic difficulties. Large number of infants in a class infringes the right to be educated of general infants as well as handicapped infants. They also have safety burden as many young children are living in a single place.
To perform cooperative teaching for successful unified education, support for participation in training, support for easily accessible educational data, development of available educational program, operation of class with appropriate number of personnel, and various forms of arrangement of cooperative teachers and assistant personnel are requested. The systematic operation can be performed by preparing network of various experts group.

The above study suggests that stable system from various aspects should be established for more systematic educational experience of young children with disabilities for the unified education in private kindergarten. For unified education with general infants as well as for young children with disabilities, teacher's qualification and attitude are important. Furthermore, the investment basis for qualitative environment and class operation should be independent.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 5
• 1. 유아통합교육 5
• 2. 협력교수 9
• 3. 선행연구 고찰 17
• Ⅲ. 연구방법 20
• 1. 연구 참여자 20
• 2. 연구 기간 21
• 3. 연구 장소 22
• 4. 연구 방법 및 절차 22
• 5. 자료 분석 26
• 6. 신뢰도와 타당도 확보를 위한 노력 27
• Ⅳ. 연구결과 28
• 1. 사립유치원에서의 통합교육 29
• 2. 사립유치원에서의 협력교수 운영 실태 33
• 3. 교육현장의 한계 38
• 4. 협력교수 발전을 위한 요구 43
• 5. 통합교육의 미래 47
• Ⅴ. 논의 및 결론 49
• 1. 논의 49
• 2. 결론 및 제언 52
• 참 고 문 헌 55
• ABSTRACT 59
• 부 록 62