특수아동 통합교육에 관한 초등학교 교사의 인식

다국어 초록 (Multilingual Abstract)

The purpose of this education were 1) to examine teachers' comprehension about full inclusion education, 2) to inform the conception of full inclusion education and the preparation of full inclusion education, 3) to present basic data about full inclusion education.
The subjects of this study were regular teachers, integrated teachers and special education teachers in elementary school in Jeju province.
Questionnaire was used in order to see the cognition of teachers in elementary school about full inclusion education. Items included in questionnaire were composed of the solution task of total education, teachers' attitudes for total integration education, and the methods of efficiency of integration education.
The methods of data analysis used in this study were as follows:
T-test for gender(male and female), F-test for class, age, and teacher career were carried out. Tukey HSD was carried out for significant difference after F-test.
The results drawn from this study were as follows:
First, in analyzing the cognition level of elementary school teacher about solution task for integration education, solution tasks for full inclusion education were too many students in a class, the lack of materials and machinery for learning and the lacks of parent' assistance and understandings of integration education.
Second, in analyzing the cognition level of elementary school teacher for integration education, it was found that regular teacher should know curriculum for exceptional children and understand exceptional children.
Third, it was founded that efficient solutions for realizing full inclusion education were the decrease of teacher affairs in regular class, the decrease of numbers of students in regular class, collaborative relationships between regular children and exceptional children, assistance teacher's help, parents' cooperation, the mission of special teacher, cooperation learning, and peer learning.
Therefore, teachers' attitudes for realizing full inclusion education should be focused on human relations with exceptional children, and mutual cooperation and understanding for exceptional children. It is proposed that the decrease of teacher's affairs and the decrease of numbers of students in a classroom is efficient solutions for full inclusion education.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• II. 이론적 배경 = 5
• 1. 통합교육의 역사적 이해 = 5
• 2. 통합교육의 배경 = 6
• 3. 효율적인 협력체계방안 = 15
• 4. 통합교육의 효과 = 18
• III. 연구방법 = 21
• 1. 연구 대상 = 21
• 2. 조사 도구 = 22
• 3. 연구 절차 = 24
• 4. 자료 처리 = 25
• IV. 결과 및 해석 = 26
• 1. 통합교육의 해결 과제 = 26
• 2. 통합교육에 대한 일반교사의 인식수준 = 37
• 3. 통합교육 수행을 위한 효율적인 방안 = 47
• V. 결론 및 제언 = 60
• 1. 결론 = 60
• 2. 제언 = 61
• 참고문헌 = 62
• 영문초록 = 66
• 설문지 = 68