장애이해교육과 협력교수를 적용한 체육수업이 비장애중학생의 장애인식 및 장애수용태도에 미치는 효과: 성별과 학년의 조절효과 = The Effects of Disabilitiy Understanding Education and Physical Education with Co-Teaching on Disability Awareness and Disability Acceptance Attitude of Non-disabled Middle School Students: Gender and Grade Moderating Effects

국문 초록 (Abstract)

목적 본 연구는 장애이해교육과 협력교수를 적용한 체육수업이 비장애중학생의 장애인식 및 장애수용태도에 미치는 효과와 성별과학년의 조절효과를 분석하는데 목적이 있다.
방법 이를 위해 G도 W시에 위치한 P중학교의 비장애중학생 178명을 대상으로 12차시 장애이해교육과 협력교수를 적용한 체육수업을 실시하였으며, 중재 전 사전검사와 중재 후 사후검사를 통해 장애인식 및 장애수용태도의 변화를 측정하였다.
결과 장애이해교육과 협력교수를 적용한 체육수업이 비장애중학생의 장애인식 및 장애수용태도에 미치는 효과는 다음과 같았다.
먼저, 장애인식과 장애수용태도에 대하여 장애이해교육 집단과 협력교수를 적용한 체육수업 참여 집단은 사전검사보다 사후검사의평균이 증가하였고, 통계적으로 유의한 수치를 나타냈다(p<.001). 반면, 통제집단의 경우 장애인식은 사전검사보다 사후검사 평균이 감소하였고, 장애수용태도는 사전검사보다 사후검사에서 평균이 증가하였으나 모두 통계적으로 유의하지는 않았다(p>.05). 이어 세 집단 간 효과 차이를 확인한 결과 세 집단 간 장애인식과 장애수용태도는 통계적으로 유의한 차이를 나타냈다(F=12.560, p<.001). 구체적인 차이를 확인하기 위하여 사후분석을 실시한 결과 장애이해교육 집단과 통제집단, 협력교수를 적용한 체육수업참여 집단과 통제집단 간 통계적으로 유의한 차이가 나타났다(F=19.331, p<.001). 이어 인구통계학적 특성인 성별과 학년에 다른조절효과를 분석한 결과 모두 통계적으로 유의한 차이가 나타나지 않았다(p>.05).
결론 장애이해교육과 협력교수를 적용한 체육수업은 비장애중학생의 장애인식 및 장애수용태도에 긍정적 효과를 미치는 것을 알수 있었고, 장애이해교육이 가장 큰 효과를 나타내었다. 반면, 성별과 학년은 비장애학생의 장애인식 및 장애수용태도에 통계적으로유의한 효과를 나타내지 않음을 알 수 있었다.

다국어 초록 (Multilingual Abstract)

Objectives The purposes of this study were to investigate the effect of disabiltiy understanding education and physical education with co-teaching on disability awareness and disabiltiy acceptance attitude of non-disabled middle school students, and the moderating effect of gender and grade.
Methods For this purpose, we investigated the changes in disability awareness and attitude toward disability ac ceptance of 178 non-disabled students at P middle school in W city, G state after implementing 12 hours disability understanding education and physical education with co-teaching. To this end, we conducted a pre-test before the intervention and a post-test after the intervention.
Results The effects of disability understanding education and physical education with co-teaching on the diability awareness and disability acceptance attitudes of non-disabled middle school students were as follows. First, re garding disabiltiy awareness and disabiltiy acceptance attitudes, the disability understanding education group and the physical education with co-teaching participation group that showde an increase in the average of the post-test compared th the pre-test, and th figures were statistically significant(p<.001). On the other hand, in th case of the control group, disability awareness decreased in the post-test compared to the pre-test, and disbility accepatance attitudes increased in the post-test compared to the pre-test, but they were not statistically sig nificant(p>.05). Next, as a result of checking the difference in effects between the three groups, there was a stat istically difference in disability awareness and disability acceptance attitudes among the thress groups(F=12.560, p<.001). As a result of conducting a post-test analysis to check the specific difference between the disability awareness education group and the control group, and the physical edcuation class participation group that applied co-teaching and the control group(F=19.331, p<.001). As a result of analyzing the moderationg effects of demo graphic characteristics such as gender and grade, no statistically significant differences were found(p>.05).
Conclusions It was found that disabiltiy understanding education and physical education with co-teaching had a positive effect on the disability awareness and attitude toward disability acceptance of non-disabled middle school students, and disability understanding education showed the greatest effect. On the other hand, it was found that gender and grade did not show a statistically significant effect on the disability awareness and attitude toward disability acceptance of non-dsiabled students.