유아교사와 유아특수교사의 통합교육 만족도 및 만족도에 미치는 요인 = Degrees of Satisfaction with Inclusion and Variables Affecting Satisfaction Among Early Childhood and Early Childhood Special Education Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the degrees of satisfaction on inclusion among early childhood education and early childhood special education teachers and the variables affecting their satisfaction with inclusive education. A survey approach was employed for this research. The survey involved 202 early childhood and early childhood special education teachers in kindergartens of special schools, special schools for preschoolers, special kindergarten classes, and early intervention agencies across the nation, except Cheju-do. t, F, and multiple regression analysis were used for data analysis. The results were as follows: First, the levels of satisfaction with inclusion among the participating teachers were found to be relatively low. Many of the early childhood education teachers demonstrated low satisfaction on their inclusion practices compared to the early childhood special education teachers. However, the differences between the two groups were found not to be statistically significant. Second, it was found that there were no differences between early childhood education and early childhood special education teachers in the levels of satisfaction on their inclusion practices according to their previous experience with children with disabilities, teaching certificates, and types of inclusion. Third, it was found that the levels of awareness on inclusion among the teachers were relatively high. The early childhood special education teachers demonstrated higher awareness. It was also found that the teachers demonstrated moderate levels of qualification on early childhood special education practices, but there were no differences between the two groups. Support for their inclusive practices and collaboration were found to be moderate. The early childhood special education teachers demonstrated higher levels of collaboration than regular early childhood educators. Fourth, it was found that variables of awareness of inclusion, qualification for early childhood special education practices, support for inclusion, and collaboration made significant contributions to the levels of satisfaction on inclusion. The collaboration was found to be the most contributing variable.