초등학교 통합교육 운영실태 및 교사의 의식 연구 = (A) Study on the Change of Thought of Elementary School Teachers on Integrated Education

다국어 초록 (Multilingual Abstract)

This paper is to study on running situation of integrated education and obstacle factors, and compared and analyzed data of 1994 and 2000 in order to study thought change of elementary school teachers for integrated education. And main contents are as follows;

On the view point of the reality of integrated education
① The government is doing much effort for the development of special education.
The number of normal class has decreased as much as 354 in 2000 than that of in 1994. But, the number of special class has increased as much as 21.
② Integrated education is difficult, because there are so many students in normal class.
Average number of normal class student was 31.29 in 1994, and 29.7 in 2000.
③ Many of special class is taught by uncertified teachers. The case of uncertified teacher for special class was 25.7% in 1994 and 34.7% in 2000.
④ Normal teachers and managers show lack of concern for special class and integrated education.
In 1994, 78.9% of teachers answered that managers concern were not enough, and in 2000, it's almost 60.2% of them.
⑤ We have so many difficulty for I.E.P. preparation and teaching.
In 1994, 9.6% of teachers answered that I.E.P. making was difficult, and in 2000, it's almost 17.2% of them.
⑥ We don't have enough data for individualized education.
In 1994, 35.3% of teachers answered that individualized education data were not enough, and in 2000, it's almost 38.3% of them.

On the view point of teachers' thought for integrated education.
① There are some tendency of negative thinking, against the effect of integrated education.
In 1994, 60.4% of original registration teachers, and in 2000, 28.3% of the teachers had negative view point against the effect of integrated education.
② So many teachers want to take training course for special education.
In 1994, 25.1% of general teachers answered that they would join into special education training, and in 2000, it's almost 40.1% of them.
③ Teachers of special class have no privilege in the field of education.
In 1994, 10.2% of special class teachers answered that their classes were not treated equally with general classes, and in 2000, it's almost 25.0% of them.

The Obstacles against integrated education.
Only the contents which is not overlapped with prior part is studied here, excepting the obstacles against integrated education which is written in 'The reality of integrated education' and 'The aspect of thought of teachers on integrated study.'
① Financial support of the government is not enough.
In 1994, 9.2% of the teachers answered that financial support of government was not enough, and in 2000, it's almost 16.5%.
② Educational counselling is not systematic between the parents of handicapped children and teachers.
In 1994, 19.8% of the special class teachers answered that they never did educational counselling for a year with students' parents, and in 2000, it's almost 40.1% of them.

Proposal
First, for effective integrated education, above all, normal persons and normal teachers should have right understanding for handicapped children.
Second, for integrated education, we should not only prepare enough facilities, but also advertise for understanding of the handicapped children.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 제한점 = 4
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 교수의 개별화 = 5
• 2. 통합교육의 개념 = 6
• 3. 통합교육의 역사적 이해 = 7
• 4. 우리 나라 통합교육의 실태 = 11
• 5. 선행연구 고찰 = 12
• Ⅲ. 연구방법 = 14
• 1. 연구대상 = 14
• 2. 조사도구 및 방법 = 14
• 3. 연구 기간과 절차 = 15
• Ⅳ. 연구결과 및 해석 = 16
• 1. 통합교육에 대한 실태조사 = 16
• 2. 통합교육에 대한 교사의 의식 = 40
• 3. 통합교육에 대한 장애 요인 = 53
• Ⅴ. 결론 및 제언 = 61
• 1. 결론 = 61
• 2. 제언 = 64
• 참고문헌 = 65
• 영문초록 = 68