통합교육을 실시하고 있는 초등학교 교실에서의 협력교수 실제 = A Study on Delay of Gratification in Preschoolers with and without Maladjustment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate delay of gratification in normal preschoolers and maladjusted preschoolers. And maladjusted preschoolers were compared with normal preschoolers on delay of gratification tasks.
The questions of this study were as follows: First, are there any significant differences in delay of gratification between normal preschoolers and maladjusted preschoolers? Second, what are the important contributing factors in delay of gratification in normal preschoolers and maladjusted preschoolers? And are there any differences between normal preschoolers and maladjusted preschoolers?
Participants in this study were 272 preschoolers. The samples were classified into two groups: A group of 207 normal preschoolers and a group of 65 maladjusted preschoolers. Preschoolers were examined delay of gratification behavior in the natural and artificial situation.
The results were as follows: First, there were significant differences in delay of gratification between normal preschoolers and maladjusted preschoolers. Second, age and mothers' parenting style were found to contribute significantly to delay of gratification of normal preschoolers. However, none of the demographical factors were found to contribute significantly to delay of gratification of maladjusted preschoolers.
Suggestions based on the results are as follows: First, various rewards should be selected to maximize the conflicts in the situation of delay of gratification. Second, the larger number of sample should be used for the higher reliability of study results. Third, additional factors which might be related to the delayed gratification behavior of maladjusted preschoolers should be reviewed.

국문 초록 (Abstract)

본 연구는 실제 협력교수를 실시한 경험이 있는 특수교사, 통합학급교사와 관리자 (교장, 교감)들의 협력교수에 관한 목적, 특성, 실행, 효과, 문제점에 관한 인식을 알고자 하였다. 연구를 위해 서울과 경기지역 초등학교에서 근무하는 46명의 특수교사, 34명의 통합학급교사와 19명의 관리자가 참여하였다. 연구 대상자들은 협력교사와 관리자를 위한 설문지를 각각 작성하였고, 대상자중 41명은 (교사 30명, 관리자 11명) 직접면접에 참가하였다. 연구 결과를 위한 대상자들의 의견들은 각 대상자의 직책에 따라 (특수교사, 통합학급교사, 관리자) 비교분석 되었다. 연구 결과, 전체적으로 연구 대상자들은 협력교수를 교사와 장애학생들의 통합교육을 위한 효과적인 전략이라고 인식하고 있었다. 그러나 협력교수 특성에 있어서 교사들이 중요하다고 인식하고 있는 협력교수의 특성과 실제 수업에서 사용하고 있는 특성에서 상관관계를 보이고 있지 않았다. 협력교수 실행에 있어 협력교수를 위한 교사 간 역할 분담, 교수 사전계획, 교과 과정과 활동의 조정 및 수정, 학생의 진보 평가, 협력교사간의 의견교환 등에 있어서 통합학급교사와 특수교사간의 의견 차이가 보였다. 협력교수의 효과성에 관해서는 장애학생의 사회적 능력의 향상과 비장애 학생의 장애에 대한 인식 개선이 가장 큰 효과로 언급되었고, 문제점으로는 교사간의 장애아동의 통합 교육에 대한 철학의 차이와 협력교수 실행을 위한 사전 계획시간의 부족이 주요한 문제점으로 언급되었다. 이러한 연구결과를 바탕으로 하여 효과적인 협력교수를 위한 노력에 대한 시사점이 논의 되었다.

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