특수학급 아동의 일반학급 통합에 대한 교사의 태도 연구 = (A) Study of Teachers' Attitude toward Inclusion of Children in Resource Room

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify differences in special classroom teachers' and regular classroom teachers' attitude on inclusion of children in resource room. I this study, STATIC (Scale Of Teachers' Attitudes Toward inclusive Classroom,1999), which had been developed by Cochran, was used for 141 special education teachers and 140 regular education teachers in the elementary schools of Jeola-namdo. The scale consisted of 20 items totally with four factors: advantages and disadvantages of inclusive education, professional issues regarding inclusive education, philosophical issues regarding inclusive education, and logistical concerns of inclusive education.
The questionnaires for this study were tested using t-test and ANOVA. The following conclusion were drawn from this study.
1. The teachers' general attitudes for inclusive education were comparatively affirmative on the inclusion of children with special needs and showed the highest average at philosophical issues regarding inclusive education.
2. As the comparative analysis of both teachers' attitudes for inclusive education was made, regular classroom teachers got lower average than special classroom teachers in factors. In advantages and disadvantages of inclusive education, both teachers showed the most negative attitudes at the item, "I believe that children with special needs should be placed in special education classes". But they showed very affirmative attitudes at the item, "Students with special needs learn social skills that are modeled by regular education students". The most significant differences were found between the two groups in professional issues regarding inclusive education. At the item, "I have been adequately trained to meet the needs of children with special disabilities", regular classroom teachers showed more negative attitudes than special classroom teachers. Both groups showed the most affirmative attitudes in philosophical issues regarding inclusive education.
These results showed that both groups believed although children differed intellectually, physically, and psychologically, they could learn in most environment and academic progress was possible in them. The difference of the average was the biggest at the supportive problem for inclusive education among the four factors. Especially, it seemed that their difficulties were the biggest at the item, "I am comfortable teaching a child that is moderately physically disabled", while they showed very affirmative altitudes at the item, "Adaptive materials and equipment are easily acquired for meeting the needs of students with special needs".
3. In factors related to inclusive education, there were wholly attentive differences of the teachers' attitudes for inclusive education on the basis of subject variables. Male teachers showed even more affirmative attitudes than female teachers. Compared with unqualified persons, qualified persons showed attitude differences and affirmative attitudes in the professional issues. As classroom types and scales were looked into, there were statistically attentive differences in the professional issues, the philosophy issues, and the logistical concerns for inclusive education. It was because of the difference of teachers understanding each child according to their contacts and experiences with children with special needs at the school Spot.
Thus for effective inclusion education, the substantial spot education to teach children with special needs is required and qualified teachers who can do the education fit to the children's characteristics should be reared with administrative support. And teachers' reeducation fit to the currency of the time should be done with positive finance support.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 4
• C. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• A. 통합교육의 개념 = 6
• B. 통합교육의 역사 = 10
• C. 통합교육의 효과 = 14
• D. 태도의 정의 = 20
• E. 통합에 대한 교사의 태도 = 23
• Ⅲ. 연구 방법 = 26
• A. 연구대상 및 기간 = 26
• B. 조사 도구 = 27
• C. 자료 수집 및 처리 = 28
• Ⅳ. 연구 결과 = 30
• A. 연구 대상의 일반적인 특성 = 30
• B. 통합교육에 대한 교사의 태도 분석 = 31
• C. 특수교사와 일반교사의 하위영역별 태도 비교 분석 = 37
• D. 일반적인 특성에 따른 하위영역별 평균 비교 분석 = 44
• Ⅴ. 논의 = 49
• A. 특수교사와 일반교사의 통합교육에 대한 태도 = 49
• B. 교사의 변인에 따른 통합교육에 대한 교사의 태도 = 52
• Ⅵ. 결론 및 제언 = 53
• A. 결론 = 53
• B. 제언 = 54
• 참고문헌 = 56
• 부록 = 62