부분통합 교육을 받는 정신지체아동에 대한 일반아동의 인식 및 태도 특성

다국어 초록 (Multilingual Abstract)

Recently, as paradigm shift to opening education system regarding human beings as holism, gradually, education system go toward inclusion. T he researcher have a thought that inclusion education is so important in that incorporation student s with mental retardation into regular curriculum facilitate normalization through interrelation student s with non - disabilities .
Therefore, training orientation related student s with mental retardation to student s with non - disabilities, the researcher have a assumption that characteristic in recognition and attitude of student s with non - disabilities about student s with mental retardation make a difference. So the purpose of this study are as follows
First , to reveal characteristic in recognition of student s with non - disabilities about student s with mental retardation in school day .
Second, to manifest characteristic in learning related attitude of student s with non - disabilities about student s with mental retardation in school days .
Third, to show characteristic in life related attitude of student s with non - disabilities about student s with mental retardation in school day
The conclusions of this study were as follows :
Fir st , trained orientation related student s with mental retardation to student s with non - disabilities, the lower classes have more positive recognition than that of the higher classes .
Second, trained orientation related student s with mental retardation to student s with non - disabilities, the lower classes have more positive learning related attitude than that of the higher classes .
Third, training orientation related student s with mental retardation to student s with non - disabilities, the lower classes have more positive life related attitude than that of the higher classes .
Consequently, served student s with non - disabilities as orientation about student s with mental retardation to help under standing of them, in case of between grade, showed that the lower classes have positive recognition than that of the higher classes, while, in case of between sex , have no connection with .
Based on above mention, the following recommendations may be suggested :
First , we should be develop program that can facilitate to more positive under standing about student s with mental retardation .
Second, we should be develop program that can facilitate to more interrelation skills and communication in inclusion setting .
Third, we should be enforce a system which should practice orientation program under an obligation to change their recognition and attitude in regular classroom incorporating with student s who be need inclusion education .

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 문제 = 4
• II. 이론적 배경 = 5
• 1. 통합교육 패러다임 = 5
• 2. 정신지체아동과 일반아동의 사회적 관계 = 12
• 3. 정신지체아동에 대한 일반아동의 인식과 태도 = 22
• III. 연구 방법 = 26
• 1. 연구 대상 = 26
• 2. 연구 도구 = 26
• 3. 연구 절차 = 29
• 4. 자료 처리 = 30
• IV. 연구의 결과 및 논의 = 32
• 1. 정신지체아동에 대한 일반아동의 인식특성 = 32
• 2. 정신지체아동에 대한 일반아동의 학습관련 태도특성 = 38
• 3. 정신지체아동에 대한 일반아동의 생활관련 태도특성 = 44
• V. 결론 및 제언 = 53
• 1. 결론 = 54
• 2. 제언 = 54
• 참고 문헌 = 56
• 영문 초록 = 61
• 부록 = 64
• I. 오리엔테이션 프로그램의 개요 = 65
• II. 정신지체아동에 대한 일반아동의 인식에 관한 설문지 = 68