지적장애 특수학교의 자기결정 교수환경에 대한 교사의 인식 = The Teachers` Recognition on Self-determination Instruction Environments in Special Schools for Students with Intellectual disability

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the teachers` recognition on self-determination instruction environments in special schools for students with intellectual disability by detailed analysis on recognition level of teachers in the special schools on “importance” and “creation” for self-determination instruction environments. For the purpose, 110 teachers in special schools for students with intellectual disability were selected to perform t-test and F test after surveying the teachers` recognition level on the “importance” and the “creation”The findings are as follows;First, the “importance” is more than ``high`` and the “performance” is more than ``normal``. In other words, the “importance” is higher than the creation. Second, in teachers` recognition level on the “importance” based on the background of teachers, the recognition level of teachers whose teaching career is over 20 years are lowest, but the recognition level of teachers with teaching career of below 10 is highest. However, there is no statistically meaningful difference according to gender and level of school Third, in teachers` recognition level on the creation based on the background of teachers, there is a little difference in average value, but no statistically meaningful difference according to teaching career, gender and level of school.

참고문헌 (Reference)

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