다문화가정 장애아동의 교육실태와 부모의 어려움 = Educational Realities and Parents’ Difficulties of Disabled Children of Multicultural Families

다국어 초록 (Multilingual Abstract)

In modern times in which we live, it is not difficult to find foreigners. Diverse double, triple, and multiple cultural families are increasing day by day due to increase in foreign laborer, increase in international marriage of Korean men due to increase in economic activities of Korean women.
However, such increase in multicultural families causes the problems of sharp increase in divorce rate, status insecurity, and social prejudice along with socio-cultural isolation, vulnerable environment for raising children, low economic levels, low accessibility to medical service, and exposure to domestic violence.
The purpose of this research is to provide basic data for providing appropriate educational support for the multicultural families by conducting comparative analysis on the families raising disabled children and the families raising non-disabled children with regard to how the educational realities are in raising children in multicultural families and what difficulties the parents of these families are experiencing.
In order to achieve the purpose of this research, the following research questions are established.
First, what differences in educational realities are there between disabled children and non-disabled children of multicultural families?
1) What differences in educational realities are there within institutes (schools) of disabled children and non-disabled children of multicultural families?
2) What differences in educational realities are there outside institutes (schools) of disabled children and non-disabled children of multicultural families?
Second, what differences in difficulties that the parents are experiencing are there between the multicultural families of disabled children and non-disabled children?
In order to solve these research questions, the concept of multicultural families, forming of multicultural families, problem factors for multicultural families, and educational realities of multicultural families’ children were examined.
As research methodology, questionnaire survey was conducted on 20 parents who were raising disabled children and 20 parents who were raising non-disabled children sampled by random sampling from the foreigner parents who were raising 3~13 year-old children who were in attendance at child-care facilities and elementary schools in the Busan region. In order to analyze the educational realities of disabled children and non-disabled children of multicultural families, frequency analysis (frequency, percentage) and descriptive statistics (M, SD) were conducted on the data in accordance with the characteristics of the questions, and in order to grasp the difficulties that the parents were experiencing, descriptive statistics (M, SD) was conducted, and in order to analyze the differences by variable in parents (age, the length of residence, the Korean language ability level) and children (age, disability or non-disability, type of disability), ANOVA and t-test were conducted.
The results are as follows.
First, there were significant differences in educational realities of disabled children and non-disabled children of multicultural families between within and outside the educational institutions where those children were attending.
Second, there were no significant differences in the difficulties that the parents were experiencing in the foreigner parents variables, age and the length of residence, between the parents of disabled children and non-disabled children of multicultural families, but there were significant differences in the Korean language ability levels.
And in the variables according to the existence or non-existence of disability, there were no significant differences in age and the existence or non-existence of disability but there were significant differences in the types of disability.
So it can be seen that the parents of multicultural families are experiencing difficulties from the foreigner parents’ Korean language ability level according to the types of disability rather than from the differences in educational realities according to the existence or non-existence of disability of multicultural families’ children.
However, this research has limitations of small size in sampling the research subjects, and regional limitations, so follow-up researches should be made based on broad regions and larger sample size and diverse types of disability, and the community’s and public institutions’ supports are needed so that change into positive perception of multicultural families, job creation for foreigner parents, economic support, and diverse and graded educational services can be attained.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 다문화가정 6
• 2. 다문화가정의 문제요인 9
• 3. 다문화가정 자녀의 교육실태 14
• 4. 부모의 어려움 18
• Ⅲ. 연구방법 21
• 1. 연구대상 21
• 2. 조사도구 25
• 3. 자료수집절차 26
• 4. 자료분석 27
• Ⅳ. 연구결과 29
• 1. 다문화가정 장애아동 및 비장애 아동의 교육실태 29
• 2. 다문화가정 장애아동 및 비장애 아동에 대한 부모의 어려움 47
• Ⅴ. 논 의 51
• 1. 연구방법에 대한 논의 51
• 2. 연구결과에 대한 논의 54
• Ⅵ. 요약 및 결론 57
• 1. 요약 57
• 2. 결론 58
• 참고문헌 60
• 부록 66
• Abstract 79