인권교육활동이 비장애아동의 장애아동 인식 및 수용태도에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to know an effect that Human Rights Education Program has on non-disabled children's recognition and acceptance toward children with disabilities.
In elementary school days on which the foundation of life is built, learning the human rights is to learn a way of life to acknowledge the various difference based on respect for me and others, freedom, and equality. This makes us realize the attitude of consideration and mutual respect for me and others. Respecting the right of me and others leads to change of recognition and attitude toward children with disabilities. Therefore, this study has great significance to provide effective educational materials in order to form non-disabled children's right recognition and attitude toward children with disabilities through Human Rights Education Program.
To achieve this, two classes of an elementary school in Daegu was divided into control group and experimental group, and experimental group took part in Human Rights Education Program. A preliminary inspection showed that there is no meaningful difference between two groups about the recognition and acceptance toward children with disabilities. This study used the cognition scale and receptivity scale, which were done to both the experimental group and the control group with the same assessment tools before and after the Human Rights Education Program was done to the experimental group, in order to know non-disabled children's acceptance toward children with disabilities. The Human Rights Education Program applied to children of experimental group was performed 12 times for 6 weeks. The collected results were analyzed by SPSS (Statistical Package for the Social Science) 12.0 for Windows. Also, the T test was used to analyze the differences between the experimental group and the control group.
The results of this study were as follows;
Firstly, after the Human Rights Education Program was done to children of the experimental group, they had more positive recognition toward children with disabilities than children of the control group. This result is in agreement with earlier ones; the result of Son Ok-ja's study(2004) that the combination of 'human rights education' and 'education for understanding disability' leads to positive effect, and the result of Shin Hye-kyung's study(2007) that human rights education program has an influence on the attitude of acceptance toward disability.
Secondly, when the 6th graders of the elementary school took part in the Human Rights Education Program, they had generally positive attitude of acceptance toward children with disabilities. non-disabled children had positive attitudes of acceptance toward children with disabilities regarding school lives, private lives, hobbies, and so on.
The conclusions from the results of this study were as follows;
Firstly, the Human Rights Education Program had a positive effect on the improvement of non-disabled children's recognition toward children with disabilities. In the sub-components of recognition, both evaluation factor and activity factor showed positive changes, while competence factor didn't show meaningful change.
Secondly, the Human Rights Education Program had a positive effect on the improvement of non-disabled children's acceptance toward children with disabilities. After non-disabled children joined the Human Rights Education Program, they had positive change in school lives, private lives, hobbies, and so on. This result shows that each child changed very much his or her inner attitude toward children with disabilities.
This study shows that the Human Rights Education Program has an positive effect on non-disabled children's recognition and acceptance toward children with disabilities. Therefore, when we run continuously the Human Rights Education Program in our curriculum, non-disabled children will realize not only the positive recognition and attitude of acceptance toward children with disabilities, but also the value of human life. And they will contribute to the creation of a desirable community based on freedom and equaltiy.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 통합교육의 이해 5
• 2. 인권교육의 이해 9
• 3. 장애아동에 대한 인식과 수용태도 18
• 4. 선행연구고찰 23
• Ⅲ. 연구 방법 26
• 1. 연구 대상 26
• 2. 연구 설계 27
• 3. 연구 도구 28
• 4. 연구 절차 32
• 5. 자료 처리 33
• Ⅳ. 연구 결과 34
• 1. 비장애아동의 장애아동에 대한 인식에 미치는 영향 34
• 2. 비장애아동의 장애아동에 대한 수용태도에 미치는 영향 36
• Ⅴ. 논의 40
• 1. 방법에 대한 논의 41
• 2. 결과에 대한 논의 41
• Ⅵ. 결론 및 제언 43
• 1. 결론 43
• 2. 제언 43
• 참고문헌 45
• 영문초록 48
• 부록 52