통합교육 경험이 있는 장애아동 부모의 통합교육에 대한 인식 = Parents' perceptions on inclusive education for children with disabilities who had been included into general education classes

다국어 초록 (Multilingual Abstract)

The purposes of this study were (a) to investigate parents' perceptions on inclusive education for children with disabilities who had been integrated into general education classes and (b) to investigate parents' recommendations for inclusive education.
One hundred forty nine parents who had children with disabilities participated in this study. For the first research purpose, four independent variables such as family income, age of a child with disability, degree of child's disability, and duration of inclusion were selected. Parents' perceptions were the dependent variable. The dependent variable was measured by 'The Parental Attitudes Scale Toward Mainstreaming' developed by Green and Stoneman(l989). The scale was composed of 32 items. Data were analyzed by multiple regression. For the second research purpose, the subjects weighed suggested recommendations for inclusive education.
The results of this study were as follows.
First, family income was a statistically meaningful independent variable influencing on parents' perceptions on inclusive education. That is, as family income was higher, the more positive parents' perceptions on inclusive education expressed.
Second, child's age was a statistically meaningful independent variable influencing on parents' perceptions on inclusive education. That is, as a child was younger, the more positive parents' perceptions on inclusive education expressed.
Third, the degree of child's disability was not a statistically meaningful independent variable on parents' perceptions on inclusive education. That is, parents' perceptions did not change according to the degree of child's disability.
Fourth, the duration of inclusion experiences was not a statistically significant independent variable parents' perceptions on inclusive education. That is, parents' perceptions did not change according to the duration of inclusive experiences.
Finally, parents suggested following recommendations for improving inclusive education in order. (a) The attitudes of general education teachers and nondisabled children toward children with disabilities should be improved. (b) General education teachers and nondisabled children should have more interests in special education and inclusive education. (c) General education teachers should have professional knowledge in educating children with disabilities. (d) Modifications of curriculum, instructional materials, and facility for educational and social inclusion are needed. (e) Administrative and financial supports, legal and systemic regulations, and related services are also needed for educational and social inclusion for children with disabilities.
There were at least four limitations in this study. First, categories of disabilities and behavioral characteristics of children with disabilities were not considered in analyzing data. Second, professional terminology used in the questionnaire might have been too difficult for parents to understand. Third, study results can not be generalized to other parents of children with disabilities because all parents who participated in this study were members of The Korean Society for Parents of Children with Disabilities. Finally, even though this study considered the duration of inclusion experiences as an independent variable, this study could not analyze the data on the basis of the quality of inclusion experiences.
On the basis of this study results, the following recommendations for future studies were suggested. First, further studies should be conducted on parents' perceptions inclusive education for children with disabilities who are being fully included in general education classes. Second, follow-up studies should be conducted by controlling interfering variables such as behavioral characteristics and categories of disability. Third, follow-up studies should be conducted to investigate recommendations for inclusive education which can be applicable in education fields.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 통합교육 = 6
• 2. 장애아동 부모의 통합에 대한 태도 = 16
• Ⅲ. 연구방법 = 24
• 1. 연구대상 = 24
• 2. 측정도구 = 26
• 3. 연구절차 = 28
• 4. 자료처리 = 29
• Ⅳ. 결과 및 해석 = 30
• 1. 가족의 총수입에 따른 통합교육에 대한 인식 차이 = 31
• 2. 자녀의 연령에 따른 통합교육에 대한 인식 차이 = 32
• 3. 자녀의 장애정도에 따른 통합교육에 대한 인식 차이 = 32
• 4. 통합교육 기간에 따른 통합교육에 매한 인식 차이 = 33
• 5. 장애아동 부모가 제시하는 통합교육의 개선방안 = 33
• Ⅴ. 결론 및 제언 = 36
• 참고문헌 = 39
• 영문초록 = 48
• 부록 = 52