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RISS 인기검색어
- 검색키워드
- 저자 : Yoon Eun Sun (검색결과 1 건)
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중도ㆍ중복장애 학생의 특수학급 입급에 대한 초등 특수학급 교사의 인식과 교육지원 요구
This research is to figure out how special class teachers think of severe or multiple disabilities' participation in special classes and which educational support is requried for it. First part of this study is whether teachers' recognition is affected by their sex, ages, training, and having experiences of teaching students. And educational support factors are divided into teaching-learning field, guidance and psychological field, and administrative-financial field. The survey is based on 100 teachers working at special classroom in elementary school, Busan. The teachers was made to answer to a questionnaire developed to serve the purpose of the research. The questionnaire consists of 3 parts : 4questions of individual characteristics, 6questions of recognition, and 16questions of educational support factors. Returned questionnaires are analyzed using the statistical program. The conclusion from the results and discussion are as follows: First, special class teachers thought positively about thesevere or multiple disabilities' participation in special classes. They realized that the integration is necessary and had a positive opinion about the effects. Second, They have some difficulties of the participation in special classes despite of their positive awareness. Mostly, the reason is differences in academic standards among students in the special classroom. Third, all three fields of educational support factors concerning severe or multiple disabilities' participation in special classes recorded high support needs. Among them, the support needs of administrative-financial support was highest. As a result, Special class teachers in elementary school have a positive opinion about the participation of severe or multiple disabilities in special classes. However, they found it hard in practice and wanted to get much educational support. This means that the preparation is not enough for severe-multiple disabilities to participate in special classes yet. Therefore, specific and systematic supports need to be provided to special class teacher to get severe or multiple disabilities proper education in special classes.
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