통합교육에 대한 전문계 고등학교 학생의 의식에 관한 조사

다국어 초록 (Multilingual Abstract)

This study was implemented to find the consciousness of interest variables on vocational high school students' grades, gender, experience, and friendship for the inclusive education. The followings are the study objects.
First, findings on the recognition of vocational high school students' inclusive education in terms of grades.
Second, findings on the recognition of vocational high school students' inclusive education in terms of gender.
Third, findings on the recognition of vocational high school students' inclusive education in terms of experiences.
Forth, findings on the recognition of vocational high school students' inclusive education in terms of friendships with vocational high school students.
Fifth, findings on the recognition of vocational high school students' inclusive education in terms of interest toward inclusive education.
The survey was provided and analyzed to research the consciousness on three fields, including the degree of consciousness on vocational high school students' inclusive education, critical mind on inclusive education, and solutions for inclusive education.
This study was carried out for three weeks from 4th of October, 2010, to 120 specialized school 1st graders and 120 specialized school 3rd graders at school in Suwon, Gyeonggi-do. The following are the results of this study.
First, the findings on the recognition of vocational high school students' inclusive education in terms of grades point out that both 1st and 3rd graders needed changes in consciousness for successful inclusive education. However, 3rd graders tended to concentrate more on the problem, and this means that they were more positive on all solutions.
Second, findings on the recognition of vocational high school students' inclusive education in terms of gender point out that female students were recognizing it most, and both males and females felt the need for its seriousness. However, in terms of solutions, female students were positive on all items. In the item of the need to expand volunteering activities, female students greatly outscored male students.
Third, findings on the recognition of vocational high school students' inclusive education in terms of experiences point out that those who did not experience inclusive showed positive signs than those who did. The consciousness were shown higher for those who experienced inclusive classes. In particular, when implementing inclusive education, experienced students all answered frequently on the items that problems will rise when normal and challenged students study together. For solutions, the non-experienced students mostly answered favorably.
Forth, findings on the recognition of vocational high school students' inclusive education in terms of friendships with vocational high school students point out that the consciousness were all high, regardless of friendship experience. For the item that suggested there will be understanding of each difference and tolerance, all answered the positive answer. For consciousness and solutions, those who experienced friendship mostly showed positive reponses, with more positive signs on the need to actively promote PR on inclusive education.
Fifth, findings on the recognition of vocational high school students' inclusive education in terms of interest toward inclusive education point out that their interest were all shown high, regardless of its level. For consciousness and solutions, there was a need for more specialized teachers for special students. All students showed positive reponses for the item of expansion of volunteering activities.
When considering the five conclusions, the budget for inclusive education must be expanded, improve school facilities and equipment for special students, and place additional special teachers to help special students adapt to school life. Also, consistent education on the need for inclusive education is needed to eliminate the prejudice of special students to normal students. If all the educational players improve their consciousness on inclusive education, it will bring a success to all stakeholders.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 3
• 3. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 통합 교육의 효과 5
• 2. 성공적인 통합 교육을 위한 조건 9
• Ⅲ. 연구 방법 12
• 1. 연구 대상 12
• 2. 연구 도구 13
• 3. 연구 절차 14
• 4. 자료 처리 14
• Ⅳ. 연구 결과 15
• 1. 전문계 고등학생의 통합 교육 의식 수준 15
• 2. 전문계 고등학생의 통합 교육에 대한 인식 정도 23
• 3. 전문계 고등학생의 통합 교육에 대한 문제 의식 34
• 4. 전문계 고등학생의 통합 교육에 대한 문제 해결 방안 수준 45
• Ⅴ. 결론 및 제언 57
• 1. 결론 57
• 2. 제언 58
• 참고문헌 60
• ABSTRACT 62
• 부록 65