역통합교육체험이 장애아동에 대한 비장애아동의 인식과 수용태도에 미치는 영향 = (The) effects of the reverse-integration program on the acceptance of non-handicapped children toward the handicapped classmates

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the effects of the reverse-integration program on the Acceptance of Non-handicapped Children toward the Handicapped Classmates.
The issues of the research were as follows ;
a) Is the reverse-integration program effective for improving the perception of Non-handicapped Children toward the Handicapped Children?
b) Is the reverse-integration program effective for improving the acceptance attitude of Non-handicapped Children toward the Handicapped Children?
c) Is the reverse-integration program effective for improving the acceptance attitude of Non-handicapped Children toward their Handicapped Classmates?
The subjects in this study were 60 children in 3rd grade primary school in Busan. They were devided into two groups, the experimental and the control group, and each group has 30 children.
To obtain empirical data, the following instruments were used.
a) To measure the perceptional aspect, Adjective Scale, revised by Jeong-hyo Kim(1990), and Sun-wha Jeong(1991) was used.
b) To measure the Acceptance levels, Acceptance Scale(Violent,1982), revised by Sun-wha Jeong(1991), and Young-sung Kim was used.
To analyse the data, SPSS sub Program t-test was used. The findings were as follows ;
First, the reverse-integration program was effective for improving the perceptional levels of Non-handicapped Children toward the Handicapped Children.
Second, the reverse-integration program effective for improving the acceptance levels of Non-handicapped Children toward the Handicapped Children.
Third, the reverse-integration program effective for improving the acceptance levels of Non-handicapped Children toward their Handicapped Classmates.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 3
• Ⅱ. 이론적배경 = 4
• 1. 장애 아동과 비장애 아동의 통합교육 = 4
• 2. Special Friend Program = 10
• 3. 장애 아동에 대한 비장애 아동의 태도 = 11
• 4. 장애 아동에 대한 비장애 아동의 태도 변화에 관한 선행 연구 = 13
• Ⅲ. 연구방법 = 21
• 1. 연구대상 = 21
• 2. 연구의 설계 = 22
• 3. 측정도구 = 23
• 4. 연구의 절차 = 24
• 5. 자료처리 = 27
• Ⅳ. 연구결과 및 해석 = 28
• 1. 역통합교육체험이 장애아동에 대한 비장애아동의 인식 개선에 미치는 영향 = 28
• 2. 역통합교육체험이 장애아동에 대한 비장애아동의 수용 태도에 미치는 영향 = 29
• Ⅴ. 논의 = 34
• 1. 장애아동에 대한 비장애 아동의 인식 변화 = 34
• 2. 장애아동에 대한 비장애아동의 수용태도 변화 = 34
• 3. 장애급우에 대한 비장애아동의 수용태도의 변화 = 35
• Ⅵ. 결론 및 제언 = 36
• 1. 결론 = 36
• 2. 제언 = 38
• 참고문헌 = 39
• Abstract = 42
• 부록1. 역통합교육과정안 = 44
• 부록2. 설문지 = 50