장애학생과의 통합체육수업이 일반중학생들의 장애학생에 대한 인식에 미치는 영향 = The effect on unhandicapped middle school students' recognition through integrative physical training with handicapped students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identity issues and improvements through research of the effect on unhandicapped middle school students' recognition through integrative physical training with handicapped students, and to provide meaningful material for experiencing integrative physical training which has physical, phychological, social value.
In this study, a total of 718 students belonging to public private meddle school which are attached to Dong- Rae educational facility, 9 classes of 359 students which are carried out integrative physical training with handicapped students, and 9 classes of 359 students which are carried out physical training with unhandicapped students.
The data was collected from the questionnaire and interview for further information from eight students who are third grade of G middle school in Busan having experienced integrative physical teaching.
The method of statistics analysis is t-test to recognize differences between the distinction of sex. And another way is way ANOVA which is used to recognize the differences of cognition on unhandicapped students in the school life, private life, school life according to having chances of integrative physical training or not, grade, period of integrative physical training.
The data of interview is analyzed and interpreted though the degree of consistence among evaluator and fellow researcher's trial after transcription works.
Through the analysis of material with this method and process results from research are as follows.
1) Unhandicapped students who are in the class having integrative physical teaching are more positive than other students who don't have chances of them in the school life, private life, social life.
2) On the cognition about handicapped students according to sex male students are more positive than female students in the school life, private life among students who having chances of integrative physical training. However there is no difference of cognition in the social life.
3) There are cognitive differences according to grade in the school life, private life, social life among students having chances of integrative physical training. The results of analyses are as follows.
(1) The third grade students have the highest cognition about handicapped students in the school life, private life.
(2) Though there are some cognitive difference about handicapped students according to grade, as grade goes up there are little cognitive differences in statics data.
4) According to period of having done integrative physical training the results of cognition about handicapped students are as follows.
(1) The students who have had the integrative physical training for 2 years, 3 years are more positive than other students who have had one semester in the school life, private life.
(2) The differences of period can't affect on the changes of cognition about handicapped students in the private life.
5) According to the type of handicapped students, the results of the cognition about unhandicapped students in the private life.
(1) It reveals that unhandicapped students' cognition about mental handicapped students is more positive in the school life, private life, social life.
(2) As a result of having chances integrative physical training with audial·physical handicapped students, unhandicapped female students who having integrative physical training with audial handicapped students get positive effect such as reducing rejection symptoms about handicapped people, taking care and understanding about handicapped people. On the other hand unhandicapped students who having chances of integrative physical training with physical handicapped students get negative effect on handicapped students, handicapped people from negative, consistent cognition about physical handicapped students. These facts suggest that unhandicapped students' cognition and that individual's traits such as handicapped students' character, feature of handicap, home background, fellow relationship effect unhandicapped students' cognition.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 내용 = 4
• 3. 연구의 가설 = 5
• 4. 연구의 제한점 = 6
• 5. 용어의 정의 = 7
• Ⅱ. 이론적 배경
• 1. 통합교육의 변천 = 9
• 2. 통합교육의 연구동향 = 19
• 3. 제 7차 체육과 교육과정 = 23
• 4. 국내·외 장애인 통합교육 실태 = 30
• Ⅲ. 연구 방법
• 1. 연구대상 = 35
• 2. 연구조사도구 = 38
• 3. 자료처리 = 44
• Ⅳ. 결과 및 논의
• 1. 통합체육수업 유·무에 따른 장애학생에 대한 인식 = 45
• 2. 성별에 따른 장애학생에 대한 인식 = 48
• 3. 학년에 따른 장애학생에 대한 인식 = 50
• 4. 통합체육수업 경험기간에 따른 장애학생에 대한 인식 = 56
• 5. 장애학생의 장애유형에 따른 일반학생의 인식 = 59
• Ⅴ. 결론 및 제언
• 1. 결론 = 68
• 2. 제언 = 71
• 참고문헌 = 72