중학교 특수학급 학생의 부분 통합교육 효율화에 대한 교사의 인식 = (The) recognition of teachers' on the effective methods about partially integrated education of the middle school students in special class

다국어 초록 (Multilingual Abstract)

This study is about the comparison and analysis of teachers' recognition on the effective methods between general teachers and special teachers in order to find out the effective teaching-learning method, the method of collaboration among teachers, the method of forming good peer culture.
In this study, so as to figure out the level of their recognition between general teachers and special teachers, I compare and analyze 230 teachers' recognition level including both 115 special teachers and 115 general teachers who work in the middle school which has special class, in total 140 schools.
I divided them into three levels according to their teaching career and the survey questionary consisted of 48 questions. The scale of this survey is measured as to the 5-point of 5 Likert(5,4,3,2,1), and if the scale gains high grade, it means that it can be interpreted as the effective method has affirmative recognition.
The comparison of recognition among teachers is tested according to sub-questionary using t-test. using Two way-ANOVA(Analysis of Varience) and as a Post verification using Turkey's Alternate Test in order to test the effects of their interaction.
As the result of this study is that special teachers have more affirmative recognition than general teachers about the effective methods, and both groups have positive recognition in general. And in viewpoint of teachers' career, there is not any significant differences. As the result of this study I get as follows:
First, it should be prepared the effective teaching-learning method in order to succeed partially integrated education in the special class students attending middle school. One of reasons that special class students don't apply themselves well to general class and just stay in their formal integrating level is that handicapped students have lower level of intellectual.
This is why both teacher groups think that developing appropriate learning style, operating integrated curriculum and constructing environment as the effective methods of partially integrated education such as cooperative learning, peer instruction, adaptive teaching in order to improve their learning level.
Second, it should be prepared the method of collaboration between special teachers and general teachers. Among teachers there should be close communications in order to satisfy students needs and educate them appropriately. And education should be properly planned to accomplish the educational aims by taking suitable role for teachers. In order to make really educational environment, there should be made collaboration system and good relationships among themselves. To this aim, there should be the change of teachers' recognition on handicapped students and also be methods such as team-teaching, much services and seminars for general teachers.
Third, in order to apply themselves, the handicapped students, to school environment well, there should be good relationships between the handicapped students and general students, after that they should keep a normal relationships. So as to form good peer culture, we should make a good environmental conditions to make them harmony with peer and think about the arranging their seats properly and dividing their roles equally. We should extend the opportunity for people to understand the handicapped students and to experience their troubles and establish an active volunteer service system. We also should increase their collaboration through improving their problem behavior and acquiring adaptive social skills among peer. To this end, We also should have the improvement of education administration and the enlargement of educational and financial support.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 중학교 특수학급 학생의 부분 통합교육 = 7
• 2. 부분 통합교육의 효율화를 위한 교수-학습 = 10
• 3. 부분 통합교육의 효율화를 위한 교사 협동 = 38
• 4. 부분 통합교육의 효율화를 위한 또래문화 형성 = 43
• Ⅲ. 연구방법 = 51
• 1. 연구대상 = 51
• 2. 조사도구 = 53
• 3. 조사절차 = 54
• 4. 자료처리 = 55
• Ⅳ. 연구결과 = 56
• 1. 부분 통합교육 효율화에 대한 교사의 인식 = 56
• 2. 교직경력에 따른 부분 통합교육 효율화에 대한 교사의 인식 = 63
• Ⅴ. 논의 = 94
• 1. 방법에 대한 논의 = 94
• 2. 결과에 대한 논의 = 95
• Ⅵ. 결론 및 제언 = 100
• 1. 결론 = 100
• 2. 제언 = 102
• 참고문헌 = 104
• 영문초록 = 116
• 부록 = 119