장애유아 통합교육의 영향 및 활성화 방안에 대한 교사 및 부모의 인식비교 = Comparative Study of Perceptions on Effects and Activating Plans of Integrative Education for Infants with Special Needs

다국어 초록 (Multilingual Abstract)

This study was for comparison of parents` and teachers` perceptions on integrative education for infants with special needs in terms of positive and negative effects, activating plans, necessity, possibility of actualization and difficulties through the process of inclusion. The questionnaire was consisted of 14 items for positive effects, 12 items for negative effects, 8 items for activating plans. Items for the necessity and reasons of inclusion, possibility of actualization, difficulties, and information of teacher`s and parents` characteristics were included. 8 Kindergartens, 7 child care centers, 10 child care centers for special infants were participated. Returned questionnaires were 149 for ordinary teachers, 100 for special teachers, 408 for parents of normal infants, 268 for parents of infants with special needs. As inclusion`s positive effects, `normal infants learn the fact that persons with special needs need to live together with normal persons` was perceived at the highest. As negative effects, `increasing working load of ordinary teachers` was at the highest. But, the ranking of the effect aspects was somewhat different according to subject groups. For activation of inclusion, `financial supports to institutes including infants with special needs` was at the highest. This aspect was also slightly different according to the groups. The positive effect was perceived higher than the negative, and the perception was more positive with an inclusion experience. It was discussed that for successful inclusion, multiple aspects need to be considered.

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