특수아 통합교육을 위한 협력교수 실태와 개선방안 = Current Practices and Strategies for Improving Collaborative Teaching for Inclusion of Children with Disabilities

다국어 초록 (Multilingual Abstract)

The researcher had two primary purposes in conducting this study. The first was to investigate current practices of collaborative teaching for inclusion of children with disabilities. The second was to investigate strategies for improving collaborative teaching for inclusion of children with disabilities.
One hundred eighty two special education teachers and 197 general education teachers responded to the questionnaire.
The research findings were as follows:
First, both special education teachers and general education teachers perceived collaborative teaching as an effective strategy for including children with disabilities educationally. They reported that collaborative teaching were effective in evaluating academic achievement of included children with disabilities and managing problem behaviors of them.
Second, both special education teachers and general education teachers suggested several strategies for improving collaborative teaching for inclusion of children with disabilities such as financial support and in-service training on how to build collaborative relationships between special education teachers and general education teachers.
In conclusion, collaboration between special education teachers and general education teachers is required for successful and effective inclusion of children with disabilities. Teachers need financial support, moral support, technical support, and evaluative support to provide effective instruction for included children with disabilities in general education classes.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 통합교육 = 5
• 2. 협력교수 = 17
• Ⅲ. 연구방법 = 25
• 1. 연구대상 = 25
• 2. 측정도구 = 26
• 3. 연구절차 = 27
• 4. 자료처리 = 27
• Ⅳ. 결과 및 해석 = 28
• 1. 통합교육을 위한 협력교수의 실태 = 28
• 2. 통합교육을 위한 협력교수의 개선방안 = 35
• Ⅴ. 결론 및 제언 = 42
• 참고문헌 = 45
• 영문초록 = 49
• 부록 = 51