특수학급교사 대상 일반학생의 장애이해교육 실태 및 요구조사 = A Research Study on Realities and Requirements of Special Class Teachers in Education of Understanding Disability

다국어 초록 (Multilingual Abstract)

For effective inclusion, general students who study with disabled students understand and accept disabled students and education of understanding disability is necessary.
The purpose of this study was to grasp the realities and requirements of special class teachers about education of understanding disability in general school. For this study, 206 special class teachers were employed and researched by questionnaire according to working city and working years. The results of this study were as follows.
First, the realities of education of understanding disability were as follows.
The education of understanding disability was practiced in most schools, because of right understanding disabled students and effective inclusion. The main time of education of understanding disability was term-start and main using disability area were emotional disturbance, mental retardation, physical handicapped. The main follow-up activity was writings and main using materials were movies and animations. In recognition about education of understanding disability, school principals and general education teachers were average, but the response of general students was affirmative.
Second, requirements of special class teachers about education of understanding disability were as follows.
Most special class teachers require education of understanding disability for effective inclusion and appropriate time of education of understanding disability is term-start. The appropriate person of education of understanding disability is special class teacher and effective materials were disability experience activities and contacting disabled students. For support matters in education of understanding disability, special class teachers require school principals to mention disability to general students and general education teachers not to discriminate between general students and disabled students.
Based on these results, human and material resources should be provided and systematic education of understanding disability should be accomplished for effective inclusion.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 장애인에 대한 인식과 태도 = 5
• 2. 장애 이해교육과 통합교육 = 11
• Ⅲ. 연구 방법 = 18
• 1. 연구 대상 = 18
• 2. 연구 도구 = 19
• 3. 연구 절차 = 20
• 4. 자료 처리 = 20
• Ⅳ. 연구 결과 및 해석 = 22
• 1. 장애이해교육의 실태 = 22
• 2. 장애이해교육을 위한 요구 = 34
• Ⅴ. 결론 및 제언 = 52
• 1. 결론 = 52
• 2. 제언 = 53
• 참고 문헌 = 54
• Abstract = 57
• 부록 일반학생의 장애이해교육 실태와 특수학급 교사의 요구조사 = 59