장애학생 통합교육에 대한 학부모의 인식 = The Comparison of Recognition of Parents about Integrated Education for Handicapped Students

다국어 초록 (Multilingual Abstract)

This study is to find degree of recognition of parents about integrated education for handicapped students and to compare difference in the factor of parents according to disability of their children and factor of parents by preschool, elementary, secondary courses. The subjects of this study are 300 parents of each 50 parents by preschool, elementary, secondary courses for an early educational institution for the handicapped, special school and educational institution for the non-handicapped installed with a special class in Chungchongnam-do and Chungchongbuk-do. A questionnaire was drawn up with total 24 questions and the contents are general characteristics of the subject, general view on integrated education, effect on non-handicapped students, effect on handicapped students and method and problem of integrated education. The term of this study is from May 15, 1999 to Oct. 30 and data was processed by x^2 test with SPSS.
The results of this study are as follows.
First, in general characteristics of the subject, age of parents of handicapped students was much distributed in under thirty years old and over forty one years old so the distribution showed tendency of early childbirth and old childbirth, and parents of handicapped students have religion more than of non-handicapped students and the more age of students is high, the more parents of students have religion. Housekeepers of parents of handicapped students are more than of non-handicapped students and the more age of students is high, the more parents of students have jobs. And parents of non-handicapped students have higher scholarship than of handicapped students.
Second, subjects agreed entirely to concept of integrated education in a question of general view on integrated education and they responded that integrated environment for educational arrangement was proper. They recognized necessity for integrated education and parent education to handicapped students and pointed out teachers' manner as a key factor in integrated education as it has an effect on manner of non-handicapped students. The most reason why they agree to integrated education is 'prejudice to handicapped students can be reduced and good nature can be cultivated' and parents of non-handicapped students have responded as this more than of handicapped students. Most reason why they object to integrated education is 'imperfection of educational environment'.
Third, in the effect on non-handicapped students of integrated education, most of them responded that 'they did not have rejection and prejudice to handicapped students' as a positive effect and 'decrease of learning efficiency' as a negative effect. Also, for manner of non-handicapped students to handicapped students, they showed positive response as 'they helped handicapped students and joined with them well'.
Forth, in the effect on handicapped students of integrated education, they most responded 'development of sociality' as a positive effect and 'teasing or harassing' as a negative effect. They said the biggest effect of integrated education was development of adaptability to society.
Fifth, in the method of integrated education, they most respond that 'general teachers who received training of integrated education are proper' for an integrated class, and that a key factor in integrated education is 'recognition and attitude on handicapped students', and that 'handicapped students should identify others and comply with simple directions although their basic learning ability is lack' in integration of handicapped students and that ' complete integration into the whole educational course' is most proper for type of integrated education. But many parents of handicapped students respond that 'integration of remaining all times except a course of tool' is desirable.
Sixth, in the problem of integrated education, the biggest difficulty and task to rapidly solve in performance of integrated education is 'conversion of recognition' according to lack of recognition of surroundings to handicapped students. The biggest problem in a class in integrated education is 'letting handicapped students alone' and parents of non-handicapped students thought it as 'overweight of tasks of teachers'.
The limit of this study is that comparison of recognition of parents about integrated education for handicapped students is applied only for parents in Chungchong area. But environment to be educated by handicapped students at their desire should be made by supplementing problems and tasks to solve in the result of this study in a systematic aspect for further successive and effective integrated education of handicapped students.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구목적 = 4
• II. 이론적 배경 = 5
• 1. 장애학생의 통합교육 = 5
• 2. 통합교육에서 부모의 역할 = 11
• 3. 통합교육의 교육적 가치 = 16
• 4. 통합교육에 관한 학부모 인식의 선행 연구 = 21
• III. 연구방법 = 24
• 1. 연구대상 = 24
• 2. 측정도구 = 24
• 3. 연구절차 = 26
• 4. 자료처리 = 26
• IV. 연구결과 및 논의 = 27
• 1. 연구대상자의 일반적 특성 = 27
• 2. 통합교육에 대한 일반적 견해 = 31
• 3. 통합교육이 비장애학생들에게 미치는 영향 = 41
• 4. 통합교육이 장애학생들에게 미치는 영향 = 45
• 5. 통합교육의 방법 = 49
• 6. 통합교육의 문제점 = 55
• V. 요약 및 결론 = 60
• 1. 요약 = 60
• 2. 결론 = 62
• 참고문헌 = 65
• 영문초록 = 70
• 부록 = 73