부분통합교육 경험이 있는 일반학생들의 장애 인식 수준

다국어 초록 (Multilingual Abstract)

This study is mainly focused on how the experience of partial inclusive education effects the students' acknowledgement about disability. 450 students were selected from elementary schools either which have resource classroom or not. They were given 10 questions on peer relationship, learning activity, and daily life respectively.
This study revealed that students who had experienced disabled students through inter school inclusion system showed that they were very positive especially in peer relationship. There was no meaningful difference between female and male.
In the learning activity, students who spent many hours with disabled students through inter school inclusive education showed the most positive response. Students who doesn't know anything about resource classroom gained the lowest scores in the learning activity. The younger students were more positive, however, the result is limited only in the 4th grade and 6th. There was no meaningful difference between female and male.
In the daily life, the results are the same as in the other areas such as peer relationship and learning activity. There were no gradual and gender difference in this area.
Results of this study suggest that students who had experienced inclusive education are more positive regardless of grades and gender. It means that negative attitude and prejudice against disability can be changed into rather positively. Younger students showed more positive attitude against disability, suggesting the need of early inclusive education.

목차 (Table of Contents)

• 목차
• I. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 목적 = 3
• 3. 용어의 정의 = 3
• II. 이론적 배경 = 4
• 1. 통합교육의 근거 = 4
• 2. 일반아동의 장애인 인식에 미치는 변인 = 6
• 3. 통합교육의 기본전제 = 8
• 4. 선행연구의 고찰 = 10
• III. 연구 방법 = 12
• 1. 연구 대상 = 12
• 2. 조사 도구 = 12
• 3. 연구 절차 l = 13
• 4. 자료 처리 I = 14
• IV. 결과 및 논의 = 15
• 1. 교우 관계 = 15
• 2. 학습활동에 대한 인식 = 19
• 3. 일상생활에서 장애에 대한 인식 = 23
• V. 결론 및 제언 = 28
• 1. 결론 = 28
• 2. 제언 = 29
• 참고문헌 = 30
• 영문초록 = 33
• 부 록 = 35