일반학급교사와 특수학급교사의 통합교육운영에 대한 인식

다국어 초록 (Multilingual Abstract)

Integrated education requires for not only new role and system of cooperation to parents and teachers but also our agreement and cognition. Then, first of all, the success or failure is depend on teacher's attitude and resources to integrated education.
When we integrate students who has various characteristics, first of all, out of variables in teacher it is most important to consider close interchange between teachers of ordinary and exceptional class.
On the above assumption, for more effective integration education it need to examine the plan of cooperation between teachers of ordinary and exceptional class. According to these theoretical background, the theme for this study was formulated.
The results of this study were as follows:
1. Aspects of performance of education
Firstly, there were lots of problems like manager's will about integration of exceptional students, insufficiency of teaching materials and facilities for handicapped children, the concern about exceptional class, reasonable size of ordinary class and overweight of duty.
Secondly, the result of this study showed up lots of conditions as follows;
ⓐ A continuous training for understanding of superintendent.
ⓑ The positive will for facilities and improvement educational environment.
ⓒ A grope for the direct and indirect supporting method for formation of reciprocal relation.
ⓓ Striving for concrete method to improve treatment for teachers of integrated class or exceptional class.
2. Aspects of teaching
The following problems showed up.
ⓐ The teachers of exceptional class has shortage of understanding to curriculum for the ordinary class.
ⓑ There were confusions and conflicts in role performance between teachers of ordinary and exceptional class.
ⓒ There were shortage of professional knowledge in teachers of ordinary class for special education.
ⓓ The phenomenons of avoidance to class allotment for exceptional children.
ⓔ The problems about a proper supply of integrated programs for the exceptional children.
ⓕ The consciousness that do harm to ordinary children.
The following things were recognized.
ⓐ It need to be considered the method to activate communication in information.
ⓑ The teaching should be performed on the point of reciprocal care.
ⓒ The plan that strives for broadening the possibility to promote the level in quality.
ⓓ For showing the positive recognition about exceptional children, the training for the ordinary teachers should be accompanied.
ⓔ They recognized that can be reduced the possibility of problem by alleviating excessive working tasks among teachers or by ensuring the teaching for excellence through development and support of a various kinds of program.
3. Aspects of guidance
Firstly, there were problems in responsibility of accident caused by carelessness, a conflict of opinion in formation of relationship, a shortage of care to ordinary children, a deficiency of understanding to a problem behavior, etc.
Secondly, it need to be focused on management of various kinds of program that ought to be helped in a feeling of achievement, a formation of mutual helping through formation of relationship by construction of peer network in relationship.
Thirdly, it ought to be provided with administrative, a financial support and an environmental construction for exceptional class and exceptional children, incentives for teachers of exceptional class. Then, it need to institutional support to perform educational activities based on responsibilities and sincerities.
Fourthly, by training it ought to highlight basic attainments and specialities to enhance reciprocal close relationship in teachers that could dominate success or failure in integrated education.
Finally, it needs relational formation that enables allotment and share roles and responsibilities in the process of planning, performance, results, reflection for integration in guidance and teaching.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• II. 이론적 배경 = 4
• 1. 통합교육과 학교의 역할 = 4
• 2. 통합교육에서의 교사의 역할 = 12
• 3. 통합교육에서의 교사의 협력 = 19
• III. 연구방법 = 28
• 1. 연구대상 = 28
• 2. 조사도구 = 29
• 3. 연구절차 = 30
• 4. 자료처리 = 30
• IV. 연구결과 = 31
• 1. 교육 운영 = 31
• 2. 학습 지도 = 38
• 3. 생활 지도 = 46
• V. 결론 및 제언 = 54
• 1. 결론 = 54
• 2. 제언 = 55
• 참고문헌 = 57
• 영문초록 = 64
• 부록 = 67