통합 교육에 대한 고등 학교 학생의 의식에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate on the consciousness of high school students for the integrated education.
First, clarify high school students’ consciousness on integrated education depending upon their ages.
Second, examine the students’ consciousness on integrated education depending upon gender.
Third, clarify the students’ consciousness level depending upon existence of integrated school(c1ass) experience.
Fourth, clarify the students’ consciousness depending upon existence of maintenance experience of friendship relations with disabled students.
The researcher had collected material for the study from June 1, 2002 to July 20, and had taken following procedures ;
1) The first year and third year high school students at Jinju city, South Gyeongsang Province have been selected to collect material for the study.
2) The researcher distributed 200 copies of the questionnaires to each fifty of boy students and girl students at high school and then collected them.
The result of this study were as follows ;
First, both years students think that changes of their consciousness on integrated education are most important to be given the education successfully. However, the third year students have more affirmative consciousness on critical mind and problem solutions concerning the integrated education than the first year students have.
Second, girl students have more affirmative consciousness than boy students have, regarding the matter that integrated education may improve disabled students’ school performance and let them understand and help disabled students.
Third, the students, who have not experienced integrated school (class), have more affirmative consciousness on the idea that teachers for the handicapped have to be appointed and supported at schools, than experienced students have. However, the experienced students have more affirmative consciousness than not experienced students, with respect to needs on disabled students’ parents group organization and supports.
Fourth, the students think of existence of friendship relations with disabled students as follows: The boy students think that the class for disabled students had better disappear because programs for disabled students education may give a lot of burdens to tlie teachers for tlie handicapped. The students, who have experienced integrated learning or no friendship relations with disabled students, think that disabled students may give troubles of classwork accomplishment of remaining students.
The iinplicatioii of this study could be suminerized as follows ;
First, students’ coiisciousiiess is thought to be one of important factors for successful integrated education. This is because they have to spend a lot of time together with disabled students. The survey result has shown that students in tlie upper grades and girl students have more affirmative consciousness on integrated education than the ones in the lower grades and boy students respectively. Therefore, students in lower grades and boy students have to he given help to let them keep more affirmative consciousness on integrated education.
Second, the students, who have experienced integrated learning or friendship relations with disabled students, seem to have less rejection feeling towards disabled students than the ones who have not experienced: in other words, the experienced students are found to have iiiore affirmative consciousness on integrated education. Therefore, when students experience integrated learning iiiore, they can he free from rejection feeling towards school class with disabled students and may be of help to settle down integrated learning.
Third, this time, the study lias researched consciousness of boy students and girl students at academic high schools only. Therefore, the researcher think that consciousness on integrated education lias to be researched continuously by expanding research scope to tlie followings: academic high schools and vocational high schools, students and their parents of both academic high schools and vocational high schools, and student parents of both types of high schools.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구 목적 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• II. 이론적 배경 = 7
• 1. 통합 교육의 개념과 발전 = 7
• 2. 통합 교육의 기본 전제와 그 효과 = 11
• 3. 통합 교육의 최근 연구 동향 = 21
• III. 연구 방법 = 30
• 1. 연구 대상 = 30
• 2. 연구 도구 = 30
• 3. 연구 절차 = 31
• 4. 자료 처리 = 32
• IV. 결과 및 논의 = 33
• 1. 통합 교육에 대한 고등 학교 학생의 연령에 따른 의실 수준 비교 = 33
• 2. 통합 교육에 대한 고등 학교 학생의 성별에 따른 의식 수준 비교 = 37
• 3. 통합 학급 경험 유·무에 따른 고등 학교 학생의 의식 수준 비교 = 43
• 4. 장애 학생과의 친교 관계를 유지하여 본 경험 유·무에 따른 고등 학교 학생의 의식 수준 비교 = 46
• 5. 종합 논의 = 50
• V. 결론 및 제언 = 55
• 1. 결론 = 55
• 2. 제언 = 56
• 참고문헌 = 57
• 영문초록 = 61
• 부록 = 64