통합교육에 대한 교사의 인식 관련 석사학위 논문 분석

다국어 초록 (Multilingual Abstract)

This study meta-theoretically analyzes Masters' thesis examined in Korea related to the perceptions on inclusive education of kindergarten teachers, elementary-school teachers, middle-school teachers, and high-school teachers, using 92 masters' thesis related to the teachers' perceptions on inclusive education out of 502 masters' thesis that include the word 'inclusive education' abstracted from the national assembly library from July 20, 2006 to July 30, 2006. The methods of the analyzation were divided into the analyzation of experimental externals, experimental subjects, experimental methods, and experimental results. The data process was percentaged and analyzed in frequency, and with regards to subjective matters and intrinsic values, it was carried out to analyze a feature of each experiment according to the classification standards utilizing the analyzation of useful contents with quality analyzation.
The following conclusions have been derived from the result of this study..
Firstly, in the experimental external, the thesis started being issued from 1976 with the most issued in 2000's, and a volume of the issued thesis has consistently increased since 1995. In terms of the experimental subject, it showed that the most issued was about the teachers' perceptions and attitudes on inclusive educations. With regards to the distributions of the level of school-grades and issued years, the thesis with an object of kindergarten teachers were firstly issued in 1996, yet, the one with an object of elementary school teachers was issued the most in 2005, the one with an object of middle school teachers started from 2000 and is in the process of a decrease in its volume, and the one with an object of high school teachers were the least. With regards to the distributions of universities subjecting to the experiment, it has been issued the most from Dae-Gu University, and it has been issued one or more thesis from 33 of universities.
Secondly, with regards to the analysis of the experimental subject, the number of experimental object appear a total of 273 in average regardless of the classification of school levels. A group of the experimental subject by the classification of school levels relating to the perception of middle-school teachers is made up the most of thesis with an object of general teachers, but others are made up the most of the random sampling, an object of special teachers appear the next most, and teachers in charge of inclusive-class appear the least.
Thirdly, with regards to the analysis of the experimental methods, the number of questions appear a total of 30 questions regardless the classification of school levels. Distributions by the factor of the background variations as the researching tool include experiences, gender, experience in teaching inclusive-class. training experience in specialization-related, and age, which are also common factors for the classification of the school levels. Besides, qualifications and experiences in taking special education-relating classes at school appear as an area of the interest in inclusive-education. For the distribution of the recognition-measuring area relating to inclusive-education, questions about the recognition and the concept and the efficiency of inclusive-education and issues appear the most in common to the classification of school levels. For the recognition-measuring area relating to teachers, questions about teachers' professions and efforts appear the most in common to the classification of school levels. For the recognition-measuring area relating to students, questions about scholastic expectations, behavioral expectations, influences on disabled students, and influences on normal students appear in common to the classification of school levels.
Lastly, with regards to the analysis of the experimental results, the trend of teachers' perception regarding inclusive-education shows that most teachers are affirmative regardless of the classification of school levels. Features indicated in the epigraph consist of the experimental method for the after-the-fact experiment and solutions to inclusive-education in common to the classification of school levels. However, it also suggests that inclusive-educations should be expanded to adopt the middle-and high-school teachers and that it should be necessary to develop various programs for the recognition study with an object of middle-and high-school teachers and the students exchanges suitable for the classification of school levels.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구 의의 1
• 2. 연구 목적 3
• 3. 연구 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 통합교육의 발전과정 5
• 2. 우리나라 통합교육의 현황 15
• 3. 통합교육에 대한 교사의 태도 20
• 4. 학위논문 분석의 중요성 24
• 5. 선행연구 고찰 26
• Ⅲ. 연구 방법 28
• 1. 분석 범위 28
• 2. 분석 내용 29
• 3. 분석 방법 29
• 4. 자료 처리 30
• Ⅳ. 연구 결과 31
• 1. 연구 외형의 분석 31
• 2. 연구 대상의 분석 38
• 3. 연구 방법의 분석 41
• 4. 연구 결과의 분석 48
• Ⅴ. 논 의 57
• 1. 연구 외형의 분석에 대한 논의 57
• 2. 연구 대상의 분석에 대한 논의 60
• 3. 연구 방법의 분석에 대한 논의 60
• 4. 연구 결과의 분석에 대한 논의 62
• Ⅴ. 결론 및 제언 66
• 1. 결 론 66
• 2. 제 언 67
• ▣ 참고 문헌 68
• ▣ 영문 초록 72
• ▣ 부 록 74