초등학교 통합교육에 따른 일반학급 아동의 특수학급 아동에 대한 수용태도 = (A) Receptive Attitude of the Regular Class Students toward the Special Class Children in the Integrated Elementary School

다국어 초록 (Multilingual Abstract)

In this study I shall investigate how and what kind of attitude the students of regular classes have toward the handicapped children of special classes as to gender difference, grade difference and the difference of their contacts in the integrating elementary schools.
Questionnaires were distributed among 288 students of the regular classes of 4th, 5th, and 6th grades whose school has special classes in Kyungbuk Province. The followings are the results of their answers:
First; regardless of male or female, most of the regular class students show certain avoidance or rejection against their counterpart, handicapped students in the special classes. It indicates that there are some obstacles to integrate two sorts of classes of different characteristics. It is suggestive that, if inclusion of the two groups is in order, even though the teachers should encourage regular students to have some positive understanding and personal contact amicable to handicapped students.
Second; among the regular class students, male students show more negative attitude toward the handicapped. It seems that male students, whose stereotypical behavioral pattern is very active on intellectual, social, or sports skills, may feel that the handicapped are far less skillful than themselves to be actively playing together.
Third; in classrooms or for daily school chores the regular class students' "inclination to help the handicapped" turns out to be very high. It appears that there is a tendency for regular students can be changed positively their attitudes toward the handicapped of special classes if they receive an appropriate conceptual education toward the 'disability' in general.
Fourth; in making friends or studying together with the handicapped, 6th, 4th, and 5th grades felt much negative in that order of intensity. However, it is hoped by the regular class students that they might help the handicapped in some their study and expect the handicapped to improve themselves as time passes.
Fifth; those who have shared the school life with the handicapped in the same class previously show a lot stronger support and understanding for the handicapped than those who haven't such experience. They are embracing and willing to take some inconvenience that might be caused by sharing the class with the handicapped students. Accordingly, they have comparatively a higher expectation for the handicapped in their integrating schooling.
After considering the above findings, We should change the direction of special education into the full inclusion from the separated special education, and we, educators also should make continuous efforts in order to devise the programs of full inclusion, to improve the method of education which can have a qualitative learning and have a good daily life way.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 필요성 = 1
• 2. 연구 목적 = 4
• 3. 용어 정의 = 5
• 4. 연구 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 통합교육 배경과 방향 = 7
• 2. 특수학급 아동의 사회성 = 12
• 3. 일반학급 아동의 특수학급 아동에 대한 수용태도 = 17
• Ⅲ. 연구방법 = 25
• 1. 연구 대상 = 25
• 2. 조사 도구 = 25
• 3. 연구 절차 = 26
• 4. 자료 처리 = 27
• Ⅳ. 연구결과 = 28
• 1. 성별에 따른 수용태도 = 28
• 2. 학년에 따른 수용태도 = 32
• 3. 특수학급 아동과의 접촉경험에 따른 수용태도 = 36
• Ⅴ. 논의 = 41
• 1. 성별에 따른 수용 태도의 차이 = 41
• 2. 학년에 따른 수용 태도의 차이 = 44
• 3. 특수학급 아동과의 접촉경험에 따른 수용태도의 차이 = 45
• Ⅵ. 요약, 결론 및 제언 = 49
• 1. 요약 = 49
• 2. 결론 = 52
• 3. 제언 = 53
• 참고문헌 = 55
• 영문초록 = 58
• 부록 = 61