장애관련 이미지를 포함하는 학급환경 구성에 대한 예비연구: 미국 헤드스타트 프로그램을 중심으로 = A Pilot Study on Representation of Individuals with Disabilities in Classroom Environments: Based on Head Start programs in the US

다국어 초록 (Multilingual Abstract)

Children with disabilities are reported as the world’s most stigmatized and excluded populations because of limited understanding and knowledge about people with disabilities. One example of exclusion, which may contribute to negative attitudes toward people with disabilities, is the lack of representation in print and visual media, curriculum and materials used with children in educational settings. Given the increasing number of children with disabilities educated in inclusive classrooms, the persistent under-representation of disabilities in educational settings is notable and alarming. Therefore, the purpose of this study was to examine the representation of people with disabilities in inclusive Head Start classrooms in the US and to introduce a use of the survey, Inventory of Disability Representation (IDR) in educational settings of Korea. Details about teachers’ responses on each item of the surveys are described. Suggestions for future research and implications for practice in educational settings are discussed.

국문 초록 (Abstract)

통합학급에서의 장애아동에 대한 이해와 수용을 위한 한 방법으로 연구자들은 학교의 교육과정과 교실 환경 안에 장애와 관련된 이미지와 내용을 적절하게 포함할 것을 제시해왔다. 그러나 통합교육 교실의 환경구성과 관련된 연구는 매우 제한되어 있으며, 이러한 교실환경을 분석하는데 이용되는 연구방법에 대한 정보 역시 부족한 실정이다. 따라서 본 연구는 미국의 헤드스타트 프로그램을 중심으로 통합된 유아교육 현장에서 교사들이 장애관련 이미지와 내용들을 교실환경과 교육과정에 어떻게 포함하고 있는지를 Inventory of Disability Representation (IDR) 설문지를 이용하여 조사하였다. 연구 결과 현재 미국의 통합된 유아교육 현장은 선행연구에 비해 더 많은 장애관련 이미지를 포함하고 있음을 알 수 있었다. 그러나 교실마다 그 편차가 매우 컸으며, 교육과정 안에 장애관련 이미지나 내용이 포함되었다고 보고한 교사들과의 면담 결과 이러한 교실 역시 장애와 관련된 내용을 직접 포함하기보다는 다양성에 대한 이해와 서로 다른 또래와의 바람직한 상호작용 방법을 교수하는 한 방법으로 장애를 다루고 있었다. 교실은 단순한 물리적 장소 이상의 의미를 지니며, 아동들은 교실 환경을 탐색하고 그 안에서 상호작용하면서 자신과 타인에 대한 개념을 발전시켜 나간다. 따라서 이러한 통합교실의 환경 구성을 위해 지속적인 추후 연구의 필요성과 현장 교사들을 위한 제언을 포함하였다.

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