특수학급 아동의 통합교육에 대한 일반교사의 인식수준에 관한 연구 = (A) study of the recognition levels of the elementary regular teachers on the inclusion of the special classroom children

다국어 초록 (Multilingual Abstract)

This study was designed to identify the recognition levels of elementary regular teachers on the inclusion by conducting a survey of 339 elementary school teachers in the Sungnam city. The recognition levels of teachers were investigated in consideration of special class, educational career, training experience in related to special education, guidance experience on handicapped children variables.
The findings of this study were as follows :
First, the recognition levels of teachers in schools where were special classes were higher than teachers in schools where were no special class. This factor made no significant difference. Therefore, special clas ses were not effect on the teachers' recognition. It was not accordance with the prior studies However, teachers in schools where were no special class were higher on recognition levels in the field of' recognition degree' about inclusion, whereas teacher s in schools where were special classes were higher on recognition levels in the field of 'critical mind', 'specialty', 'problem solving ability'. It meant that the former's recognition on concrete under standing of inclusion and ultimate request of handicapped children was inferior to general understanding of inclusion.
Second, educational experience of teachers were not effect on the whole recognition levels of inclusion. It was quite agree with prior inquiries. However, there's a significant difference between teachers' groups in the field of 'critical mind' among sub- fields. It meant that educational career had no influence on the whole recognition of inclusion, whereas it influenced on their point of view about the problem of the inclusion.
Third, recognition levels of teachers who had trained in relation to special education were high on the whole. And there's a significant difference between teachers' groups. Therefore, training experience had influence on the recognition levels However, it is necessary to educate teachers on under st anding inclusion, because all teacher s did not fully understand 'recognition degree' in the sub-fields.
Fourth, there's a significant difference between teachers' groups who had experienced in guiding handicapped children or not. It was quite agree with prior studies. Teachers who had experienced in guiding handicapped children were high in recognition levels on the whole. On the other hand in the field of 'recognition degree' about inclusion, they were lower level than teacher s had never experienced.
As a result, regular t eacher s are still diffident in guidance of handicapped children and they utterly entrust education for them to special teachers. Therefore, special classes would be in all schools, teacher s would be responsible for integrated classes, and they would have opportunity to be participated in training program, then regular teachers would have new point of view on the education for handicapped children.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 연구의 제한점 = 2
• II. 관련 연구의 개관 = 3
• 1. 통합교육의 개념 = 3
• 2. 통합교육의 배경 = 5
• 3. 한국의 통합교육 실태 = 9
• 4. 통합교육의 효과 = 11
• 5. 통합교육의 조건과 운영 = 13
• 6. 선행 연구의 고찰 = 23
• III. 연구방법 = 29
• 1. 대상 = 29
• 2. 도구 = 29
• 3. 절차 = 30
• 4. 자료 처리 = 30
• IV. 결과 및 논의 = 31
• 1. 특수학급설치 유무에 따른 교사의 인식수준 = 31
• 2. 교직경력에 따른 교사의 인식수준 = 32
• 3. 특수관련 연수경험 유무에 따른 교사의 인식수준 = 34
• 4. 특수아지도 경험 유무에 따른 교사의 인식 수준 = 35
• V. 결론 및 제언 = 38
• 참고문헌 = 41
• 영문초록 = 46