비장애청소년의 통합체육경험과 스페셜올림픽 청소년회의경험에 따른 장애수용도 분석과 방향성 제시에 관한 연구 = Study on the Analysis of Disability Acceptance and the Directional Presentation according to Experience of Integrated Physical Education and Special Olympics Youth Activation Summit on Non-Disability Adolescents

국문 초록 (Abstract)

본 연구의 목적은 스페셜올림픽 청소년회의 소개, 비장애청소년들의 장애수용도 분석, 인터뷰를 통한 스페셜올림픽 청소년 회의 참여시 문제점 분석 및 방향성을 제시하는데 목적이 있다. 연구대상은 스페셜올림픽 청소년회의에 참여한 55명의 비장애청소년과 전문가 6명이다. 연구도구는 설문지와 인터뷰로 진행하였다. 결과는 다음과 같다. 첫째, 장애수용도는 통합체육경험 청소년과 세계청소년회의에 참여한 청소년이 긍정적인 영향을 나타냈다. 둘째, 통합체육경험 청소년의 장애인식과 행동인식도간에 54.1%의 정적 상관관계가 있는 것으로 나타났다. 마지막으로 인터뷰를 통한 문제점으로 첫째, 비장애-장애 청소년들 간에 진정한 통합이 이루어지지 않았고, 장애특징을 모르는 비장애청소년이 많았다. 둘째, 발표 준비시간 부족, 소극적인 참여도, 시설문제점, 선수출신이 아닌 장애청소년 참여, 부족한 예산을 들 수 있었다. 방향으로는 정확한 스페셜올림픽의 목적인지, 교육, 지속적인 통합스포 츠프로그램의 필요성, 진정한 통합, 어릴 때부터 공교육 속에서의 장애통합 교육을 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to introduce the Special Olympics Youth Activation Summit(SO YAS), to analyze the disability acceptance of non-disabled adolescents, and to present the problem analysis and direction when participating in the SO YAS through interviews. The subjects of the study were 55 non-disabled adolescents. The results were as follows. First the Non-disability adolescents with integrated physical education and Special Olympics Global Youth Activation Summit(GYAS) participation experience showed positive on the disability acceptance. Second, the pearson s correlation showed 54.1% positive correlation statistically between disability recognition and behavior perception of adolescents with the experience of integrated physical education. Finally, the problems with the interviews were as follows. First, between the adolescents did not integrate genuinely and even some of them did not understand the characteristics of disability. Second there were lack of time for presentation, passive participation, facility problems, participation of disabled youth not from Special Olympics Athletes, and low budget. In conclusion, this research has presented that the right understanding and promotion of SO YAS was needed the education for SO purpose recognition, the necessity for continuous inclusive physical education programs and genuine inclusion, and inclusive education in public education system.

목차 (Table of Contents)

• 1. 서론
• 2. 연구방법
• 3. 결과 및 논의
• References

참고문헌 (Reference)

1 차률, "통합체육 수업 참여에 따른 통합 및 장애인식이 사회성에 미치는 영향" 한국체육과학회 22 (22): 191-204, 2013

2 최성규, "통합교육에 대한 비장애 아동 태도 검사 도구의 타당성 연구" 특수교육재활과학연구소 47 (47): 301-330, 2008

3 김도연, "통합 체육수업이 초등학생의 장애학생에 대한 수용태도 및 인식에 미치는 영향" 교과교육연구소 13 (13): 803-822, 2009

4 Hee Jeong Kim, "The effect of Students' Awareness and Self-esteem of Persons with Disabled Persons through a Disabled Experience as a Club Activity, Kim, Hee Jeong" The Graduate School of Education Kongju University 2006

5 "Special Olympics Korea Homepage"

6 Creswell, J, "Research design : Qualitative, Quantitative, and mixed methods approachs" Sage Publication 2003

7 Young Hee Cho, "Leaders' role and Development Direction for Welfare Realization of Sport for all" 2013

8 Won-Sang Lee, "How Middle School Students’ Perception and Receptive Attitude toward Disability Are Influenced by Attending Wheelchair Basketball Tournaments and Participating in Physical Education Classes through Reverse Integration" Yong In University 2017

9 Hung Sun Ryu, "Disabled sports participation activities as the general education integration of a middle school student accommodate ceremony and disability from attitudes in Effect" Konju National University 2015

10 Dong Sun Kim, "A Study on the Receptive Attitude of Middle School Students Toward Inclusive Physical Education" Graduate school of Special Education of Dankook University 2005