통합체육수업이 장애대학생과 일반대학생의 태도에 미치는 영향

오광진 한국특수체육학회 2005 한국특수체육학회지 Vol.13 No.1

The purpose of this study was to identify the effects of inclusive physical education lessons on attitudes of college students with and without disabilities. Subjects for this study were college students with and without disabilities participating in inclusive physical education lessons in H college which was built for inclusion education. The samples included 197 college students (students with disabilities = 87, students without disabilities = 110). The questionnaire concerning attitudes toward inclusive physical education was developed by Oh Kwang-Jin (2001b) which consisted of 6 factors, 26-item, 5 of socio-demographics variables, and 6 of background variables. Independent t-test, Paired t-test, and One-way ANOVA were used for data analyses, and the reliability was confirmed by Cronbach's a value. Cronbach's a value was .88. The results were as follows: First, there was no significant difference in attitude toward inclusive physical education between college students with and without disabilities at pre (after 3-week) and post (after 15-week) test points, however there was a significant difference in attitude toward inclusive physical education within each college students with and without disabilities. Second, first and second semester college students didn't have significant difference in attitude toward inclusive physical education. Third, previous experiences in inclusive education lessons had significant difference on attitudes toward inclusive physical education. Four, previous experiences in inclusive physical education lessons had significant difference on attitudes toward inclusive physical education. Fifth, understanding of disability traits made a significant difference in attitudes toward inclusive physical education. These results implied attitudes toward inclusive physical education of college students with and without disabilities will be changed more positively, if they participated in inclusive physical education lessons systematically during 12 weeks.

성공적 통합체육을 위한 구성요소 및 우선순위 선정

박상수 ( Sang Soo Park ),김춘종 ( Chun Jong Kim ) 한국특수체육학회 2011 한국특수체육학회지 Vol.19 No.4

본 연구에서는 성공적인 통합체육 수업을 위한 구성요소를 도출해내고, 그 구성요소들의 우선순위를 선정하는데 목적이 있다. 성공적인 통합체육 수업을 위한 구성요소를 결정하기 위하여 델파이 기법(Delphi technique)과 전문가 회의(professional conference)를 실시하였고, 결정된 구성요소들의 우선순위를 결정하기 위하여 분석적계층화 과정(AHP: analytical hierarchy process)을 사용하였다. 델파이 패널(Delphi panel)로는 통합체육 경험이 있는 체육교사 153명으로 선정하였고, 1차 전문가 회의는 통합체육 교사 6명, 2차 전문가 회의는 특수체육 박사3명, 특수체육 박사과정 3명으로 구성되었다. 또한 분석적 계층화 과정 참여자는 특수체육학과 교수 3명, 특수체육 박사 3명 특수체육 박사과정 3명, 통합체육 교사 15명, 장애인체육관련 단체 직원 1명으로 총 25명으로 구성하였다. 연구 결과는 다음과 같다. 첫째, 성공적인 통합체육 수업을 위해 가장 중요한 구성요소로 통합체육에 대한 교사 전문성 향상이 결정되었고, 그 하위 구성요소의 우선순위로는 체육교사 양성 시 통합체육 교과 필수로 지정, 통합체육 직무연수 실시, 통합체육 및 특수체육 관련 자격증 취득, 통합체육 매뉴얼 개발 및 보급 순서로 결정되었다. 둘째, 성공적인 통합체육 수업을 위해 두 번째로 중요한 구성요소는 통합체육 수업지원으로 결정되었고, 그 하위 구성요소의 우선순위로는 전문성 있는 보조교사 확충, 장애학생을 위한 측정 및 평가 기준제시, 특수교사와의 멘토링 제도 실시, 교육지원청 차원의 관리시스템 구축, 장애학생에 적합한 체육시설 및 용기구 확충, 학급당 인원수 축소 순서로 결정되었다. 셋째, 성공적인 통합체육 수업을 위해 세 번째로 중요한 구성요소로 통합체육에 대한 긍정적 인식 형성으로 결정되었고, 그 하위 구성요소의 우선순위로는 장애이해 교육실시, 통합관련 행사 실시 순서로 결정되었다. 넷째, 성공적인 통합체육 수업을 위해 네 번째로 중요한 구성요소는 수준별 과제제시로 결정되었고, 그 하위 구성요소의 우선순위로는 개별화 교육 실시, 보조교사 활용을 통한 눈높이 교육 실시, 장애정도에 적합한 과제제시, 수준별 그룹 수업 실시, 단계별 수업 프로그램 개발 순서로 결정되었다. 다섯째, 성공적인 통합체육 수업을 위한 다섯 번째로 중요한 구성요소로 또래교수 활용으로 결정되었고, 그 하위 구성요소의 우선순위로는 또래교사 사전교육 실시, 또래교사 인센티브 부여, 친한 급우를 또래 교사로 지정, 또래교사에게 책임전가 금지, 순환식 또래교수 실시, 또래교사 주도 수업 실시 순서로 결정되었다. The purpose of this study was to investigate the factors for the successful inclusive physical education and determine their levels of contributions. In order to determine the contributing factors for the successful inclusive physical education, we used the delphi technique and professional conference as well as the analytical hierarchy process. One hundred fifty three physical education teachers who have experienced in an inclusive physical education were participated in the delphi panel. Six inclusive physical education teachers joined the first professional conference while the second conference included three Phd experts and three doctoral candidates in an adapted physical education. Furthermore, a total of twenty five experts including three physical education professors, phd researchers, three doctoral candidates in an adapted physical education, fifteen inclusive physical education teachers, and an officer who works in the organization for physical activity for the handicapped were participated in the process of classification. The findings were as follow: First of all, the most important factor for the successful inclusive physical education is to educate knowledge and expertise of teachers. Other priorities is as follow: an inclusive physical education as major course work, conducting the refreshment hours or workshop for the teachers, providing an opportunity of the related certificates program, and the development of the manual for an inclusive physical education program.. Secondly, the support for an inclusive physical education class is the second most important factor among the potential contributors for the successful inclusive physical education. The order of other priorities is as follow: the recruitment of professional assistant teachers, the development of the measurement and evaluation for the handicap students, conducting a mentor system, the development of supporting system from the government, providing enough facilities and equipment for the handicap students, and the reduction of class size. Thirdly, the development of positive attitude about an inclusive physical education is the third most important factor for the successful inclusive physical education. The order of other priorities is as follow: workshop to understand the program and events for an inclusive physical education. Fourthly, the development of task based program with focused on the different levels is the fourth most important factor for the successful inclusive physical education program.. The order of other priorities is as follow: an individualized education program, man to man teaching with an assistant teacher, the suggestion of customized program depending on the levels of handicap, and the development of group program for the different levels and stages. Finally, the organizing peer group is the fifth most important factor for the successful inclusive physical education program.. The order of other priorities is as follow: prerequisite class for the peers, providing an incentive, appointing the friendly peer as a teacher, the prohibition of avoidance of others` responsibility, conducting the circulation system, and conducting the class driven by the peer.

기다림과 어울림의 통합체육: 보편적 학습설계 기반 통합체육

이학준 중앙대학교 학교체육연구소 2019 Asian Journal of Physical Education of Sport Scien Vol.7 No.2

The purpose of this study is to inquiry the reality of Korea’s inclusive physical education and to propose inclusive physical education based on UDL as means to implement them. To this end, literature related to inclusive physical education and universal design for learning was studied. The findings are as follows. we identified the current status of our inclusive physical education, and confirmed that what we are saying is the education of matching and waiting. Implement means for whole inclusive physical education will be found in inclusive physical education class based on UDL. The K-PAL model was applied to the implementation of the inclusive physical education. The implementation of inclusive physical education is divided into six stages. Target identification, analysis (study and situation analysis), learning goal setting, UDL application, UDL instruction map, and reflective thinking. In order to successfully execute whole inclusive physical education, the teacher must be familiar with the details of each stage and must follow the UDL-based inclusive physical education. 이 연구의 목적은 우리의 통합체육 현실을 파악하고 온전한 통합체육의 실행방안으로 보편적 학습설계(UDL) 기반 통합 체육을 제안하는 것이다. 이를 위하여 통합체육과 보편적 학습설계에 관련된 문헌을 연구하다. 그 연구결과는 다음과 같다. 우리 통합체육의 현주소는 형식적 통합교육에 머무르고 있다는 것이다. 이를 해결하기 위하여 어울림과 기다림의 교육에 초점을 두었다. 어울림과 기다림의 교육은 차별과 배제 그리고 소외를 시키지 않고 모두를 위한 신체활동 교육(통 합체육)을 지향한다. 온전한 통합체육은 모두 학생을 위한 신체활동 교육이며 그 실행방안은 보편적 학습설계 기반 수업 에서 찾을 수 있다. 온전한 통합체육의 실행방안은 K-PAL 모형을 적용하다. K-PAL은 6단계로 목표확인, 분석(학습자 및 상황분석), 학습 목표설정, UDL 적용, UDL 수업지도, 반성적 사고 등으로 구성되어 있다. 온전한 통합체육을 성공적 으로 실행하기 위해서는 교사가 각 단계에 해당하는 내용을 숙지하고 UDL 기반 통합체육에 따라서 실행해야 한다.

스포츠교육학 : 통합체육교육에 관한 국내 학술 연구동향 분석

이현수(HyunSuLee) 한국체육학회 2005 한국체육학회지 Vol.44 No.1

The purposes of this study was to providing meaningful basic materials for the development of inclusive physical education, the new paradigm of special physical education which appeared alongside with changes in social and educational environment. The research studied 20 theses which were granted ISSN grades since 1995 and analyzed Korea’s academic research trend in inclusive physical education. Result of the study were described as follows; First, centering on Korean Society of Adapted Physical Activity and Exercise (KOSAPE) and Korean Alliance for Health, Physical Education, Recreation, and Dance (KAHPERD), studies on inclusive physical education in Korea have been gradually published on academic journals since 1997 and there has been growing need for more studies at the level of academic journals. Second, the most-frequently-used method for research into inclusive physical education in Korea has been through questionnaires(15 studies), followed by document research(4 studies) and consolidated research(3 studies). It is found that inclusive physical education research and quality research are needed to collect valuable materials so that they can be practically applied to school fields. Third, among research subjects, non-disabled students(6 studies), physical education teachers(5 studies) and documents(3 studies), followed by parents (3stuclies) and groups of the handicapped and the not-handicapped(3 studies) and the handicapped(2 studies). It is found that there is a need for research into the challenged, those who receive the inclusive physical education. Fourth, among research topics of Korea’s inclusive physical education, perception and attitude are the most studied topics (16 studies), followed by system and administrations studies), curriculum(2 study) and teaching/ learning (1 study). It is found that contents and teaching method of inclusive physical education have to be developed so that they can be utilized at school fields.

통합체육교사의 통합체육 태도와 수업 실행도 간의 관계 분석

오원석 ( Won Seok Oh ),권택환 ( Taeg Hwan Kwon ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.4

본 연구는 통합체육 교사의 통합체육 태도에 영향을 미치는 관련 변인을 파악하고, 통합체육 태도와 수업 실행도 간의 관계 모형을 개발하기 위해 수행되었다. 연구대상은 통합체육 수업을 담당하는 교사들이며, 연구자의 임의표집방식에 의해 총 252명을 선정 활용하였다. 연구도구는 통합체육 태도 척도와 수업 실행 척도를 활용하였으며, 문항 구성의 타당도와 신뢰도에 대한 검정 절차를 거쳐 활용하였다. 본 연구의 결과에 따르면 교사들의 통합체육 태도는 인식 및 연수 요구 등의 영역에서는 대체로 긍정적이나 지도 효능감은 낮은 것으로 나타났다. 그리고 수업 실행도에 있어서는 학생들의 요구를 수용하고 지지적인 노력 정도에 있어서는 양호하나 장애학생의 수업 참여 지원을 위한 노력에서는 다소 미흡한 것으로 나타났다. 통합체육 수업 실행도는 통합체육교사들의 지도 효능감과 정적 상관이 있으며, 교사의 지도 효능감은 직접 경험 및 관련연수 정도와 정적 상관을 갖는 것으로 나타났다. 이상의 결과들을 중심으로 보면 통합체육의 효율적 운영을 위해서는 통합체육 교사들의 지도 효능감을 향상시켜야 하며, 이를 위해 다양한 연수 기회를 제공하고 통합체육 전담교사제 등을 통해 장애학생을 직접 지도할 수 있는 기회를 확대 제공하여야 할 필요성을 제언하였다. This study was conducted in order to survey physical education teachers’ attitude toward inclusive physical education and instructional performance and to develop a relation model between the tow factors. For these purposes, 252 teachers in charge of inclusive physical education were sampled through random sampling and data collected from them were used in analyses. Tools used in this study were scales on attitude toward inclusive physical education and on inclusive physical education teachers’ instructional performance, and the items of the scales and their validity and reliability were examined before use. According to the results of this study, the teachers’ attitude toward inclusive physical education was generally positive in the domains of perception, need of training, etc., but not in instructional efficacy. With regard to instructional performance, moreover, the teachers’ efforts to accept and support students’ needs were satisfactory, suggesting that inclusive physical education teachers were making efforts to support disabled students’ class participation. In addition, inclusive physical education teachers’ instructional performance was in a positive correlation with their instructional efficacy, and their instructional efficacy was in a positive correlation with their direct experiences and related training. These results suggest that, for the efficient operation of inclusive physical education, it is necessary to enhance inclusive physical education teachers’ instructional efficacy and, for this, to provide opportunities for various types of training and to expand opportunities to teach disabled students directly through the subject teacher system for inclusive physical education.

일반초등학교 체육교사들의 통합 체육수업에 관한 인식

이성철 ( Seong Chul Lee ) 한국특수아동학회 2007 특수아동교육연구 Vol.9 No.1

본 연구에서는 일반 초등학교의 성공적인 통합 체육수업 운영을 위하여 우리나라 일반 초등학교 현장에서 통합체육 수업을 직접 운영하고 있는 일반 초등학교 체육교사들에 대한 통합 체육수업 시행 상황을 확인하고 통합 체육수업에 대한 인식 및 문제점을 파악하여 향후, 통합 체육수업의 문제 해결 방안을 위한 기초자료를 제시하였다. 첫째, 일반 초등학교 장애아동을 위한 통합 체육수업이 지속적으로 이루어져야하는 통합교육의 당위성을 제시하였으며, 둘째, 현재 일반 초등학교 통합 체육수업을 담당하고 있는 교사들의 태도와 앞으로 통합 체육수업이 나아가야할 방향을 제시하였고 셋째, 초등학교 통합 체육수업이 실질적으로 운영되기 위해서 개선되어야 할 현실적인 문제들을 제시하였다. 이와 같은 연구 자료들은 일반 초등학교 통합 체육수업을 담당하고 있는 체육교사들의 직전 교육이나 초등학교 통합 교육 관련 정책 마련에 유용한 자료가 될 것으로 생각된다. This research has two purpose. The one is to inspect the situation of inclusive physical education in general elementary schools. The other is to analyse opinions of general elementary physical education teachers about inclusive physical education. Subjects for this research were 145 physical education teachers in general elementary schools in Gyeong-nam province. The questionnaire consists of 16-item which related to inclusive physical education of general elementary schools. Result indicated that about 6.44 students with disability were in each general school and many of them participated in inclusive physical education. That 44% of them always participated in inclusive physical education and 49% of them sometimes participated in inclusive physical education. The most of teachers thought that they need the additional education about inclusive physical education.

Development of Content System & Achievement Standard of Inclusive Physical Education

( Jeongae You ),( Yeonkyung Jin ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: As the educational response to social requirement for social integration, alternative educational movement of ‘Inclusive Physical Education’ is being attempted in the school physical education area. For the groundwork for field application of inclusive physical education which pursues the conquest of discriminate attitudes between students, and realization of education for students, this study aims to develop the content system, and achievement standard of inclusive physical education. Method: To this end, this study analyzed the national level curriculum and its related literature materials, and conducted experts meetings three times targeting 8 experts in the relevant field. Result: As a result, this study managed to develop the human character, goals, content system and achievement standard of inclusive physical education. As regards the content system, this study drew three sorts of content elements, respectively in four sorts of areas covering obesity, sex, disability, and culture, and developed the achievement standard consequent on each content element. Furthermore this study suggested exploration-oriented class and universal design of learning(UDL) for all students experiences of success as a teaching-learning method for realization of inclusion physical education Conclusion: This study proposed development of pre-school teacher’s curriculum & active teachers’ training, realization of co-teaching, policy & financial support for realization of inclusion physical education as the future task. Such a study result will be an indicator that makes it possible to consistently maintain the identity of the inclusive physical education curriculum, and will be the-oretical, practical standards of field application to inclusive physical education.

통합체육 수업 운영 교사의 캐나다 연수 경험 탐색

윤진주,박종률 한국특수체육학회 2023 한국특수체육학회지 Vol.31 No.1

This study aims to explore specific overseas training experiences of a teacher of inclusive physical education classes, who were selected for overseas training program as outstanding a teacher based on how he implemented the classes at his schools. Through a narrative inquiry, this study examined the significance of the overseas training experience in those teachers’ lives. A Teacher who has been running inclusive physical education classes for seven years and has won two awards for overseas training in the United States and Canada were selected as research participants. In-depth interviews, documents on inclusive physical education classes, and reports on overseas training outcomes were collected as research data. According to research findings, the overseas training experiences of outstanding a teacher of inclusive physical education were observed in the manner of before, during, and after training. First, before the training, he was categorized as dynamic practitioners of inclusive physical education through "integrated education, with physical education!" and "dilemma of inclusive physical education class at school.” During the a teacher’ overseas training program in Canada, he was categorized as “sports culture that includes everyone,” and “you cannot identify the student with disabilities in this class!” Finally, after his training program, he was categorized into lets soar by spreading our wings widely, “reflect on and challenge stereotypes,” and “role as stepping stones between physical education and special education.” We hope the findings of this study will be insightful to teachers who are aiming to run inclusive physical education classes and to all interested in overseas training experience that is awarded to selective teachers.

특수체육 강의를 통한 예비체육지도자들의 통합체육에 대한 인식, 태도 및 판단의 변화

김경진,김재화 한국특수체육학회 2018 한국특수체육학회지 Vol.26 No.1

The purpose of this study was to determine the changes in perception, attitude, and judgment of pre-service physical education instructors through intervention in adapted physical education lectures and to provide basic data and information for successful inclusive physical education classes. In order to accomplish the purpose of the study, 208 pre-service physical education instructors were recruited in pre-lecture (105 participants) and post-lecture (103 participants) for physical education/activity major students who take adapted physical education lectures and the questionnaires of perception, attitude, and judgment were used. Descriptive statistics and t-test were used to determine and compare the demographic characteristics and pre- and post-differences of perception, attitude, and judgment about inclusive adapted physical education using the SPSS 24.0 program and the results of the study were derived. First, the perception of inclusive adapted physical education of pre-service physical education instructors showed a higher perception in the post-lecture than perception in the pre-lecture. Second, the attitude of inclusive adapted physical education of pre-service physical education instructors showed a higher attitude in the post-lecture than attitude in the pre-lecture. Third, the judgment of inclusive adapted physical education of pre-service physical education instructors showed a higher judgment in the post-lecture than judgment in the pre-lecture. 본 연구는 특수체육 강의 중재법을 통한 예비체육지도자의 통합체육에 대한 인식, 태도 및 판단의 변화를 알아보고, 성공적인 통합체육 수업을 위한 기초자료와 정보를 제공하는데 그 목적이 있다. 연구의 목적을 달성하기 위해 특수체육 강의를 수강하는 체육전공 대학생을 대상으로 학기 초(105명)와 학기 말(103명)에 총208부를 회수하였으며, 조사도구로 통합체육에 대한 필요성 인식, 태도 및 판단에 관한 설문지를 사용하였다. 수집된 자료들은 인구통계학적 특성과 통합체육 인식, 태도 및 판단의 사전·후 차이를 비교하기 위하여 기술통계(Descriptive Statistics)와 t-test를 SPSS 24.0프로그램을 사용하여 알아보았으며, 그 결과 다음과 같은 결과가 도출되었다. 첫째, 특수체육 강의 중재법을 통한 예비체육지도자의 통합체육 필요성 인식에서 강의 전보다 후가 더 긍정적 효과가 있었다. 둘째, 특수체육 강의 중재법을 통한 예비체육지도자의 통합체육 태도에서는 모든 장애영역에서 강의 전보다 후가 더 긍정적 효과가 있었다. 셋째, 특수체육 강의 중재법을 통한 예비체육지도자의 통합체육 판단에서 강의 전보다 후가 더 긍정적 효과가 있었다.

통합체육 수업 운영 교사의 실천적 지식 탐색

윤진주,박종률 한국특수체육학회 2022 한국특수체육학회지 Vol.30 No.4

This study aimed to investigate the impetus of a physical education teacher undertaking inclusive physical education classes and explore the practical knowledge of a teacher shaped by his experiences. Teacher H, who holds integrated physical education classes, was selected as the case study and an in-depth interview was conducted. Documents related to inclusive physical education were also collected. The results of the study showed that the practical knowledge of a teacher handling inclusive physical education classes was first categorized as knowledge related to students, including “Keeping pace with the eye of interest” and “Everyone is a flower, even without a petal.” Second, the physical education content knowledge was divided into two categories: “Parting with discrimination and redeveloping physical education content” and “Physical education classes that consider individual learners and acknowledge their differences.” Third, the knowledge of physical education methods was categorized as “A floral path that I pave on a thorny road” and “Tear down the existing assessments! Enjoy the happiness of physical education!” Fourth, knowledge of the physical environment was analyzed as a “Universal Design for Learning of my school for all” and “Fierce support and acceptance of changing classes.” Fifth, the teacher's self-knowledge was interpreted as “A teacher who can foster good memories” and “The dream of connecting hopes by removing prejudice and adding the value of sharing.” The results showed that the practical knowledge on inclusive physical education classes was discussed by dividing it into the teacher’s personal dimension and the contextual dimension. The need for reforming the philosophy of physical education teachers and inclusive physical education training in the pre-service teacher curriculum is proposed for follow-up research. These results are significant in suggesting that the practical knowledge of a physical education teacher, with desirable content, can lead to the achievement of full inclusion in inclusive physical education classes. 본 연구의 목적은 체육 교사가 통합체육 수업을 하게 된 계기와 구체적인 통합체육 수업 경험을 살펴보고 그 경험을 통해 형성한 교사의 실천적 지식을 탐색하는 것이다. 이를 위해 통합체육 수업을 실천하고 있는 H 교사를 사례로 선정하여 심층 면담을 수행하고 통합체육 수업 관련 문서자료를 수집하였다. 연구 결과, 통합체육 수업 운영 교사의 실천적 지식은 먼저, 학생 지식으로 ‘관심의 눈 맞춤으로 수업의 발 맞춤’, ‘꽃잎이 하나 없어도 모두가 꽃이라는 사실’로 분류되었다. 둘째, 체육 내용 지식은 ‘차별과 작별하고 체육 내용을 새로 고침’, ‘다름에 대한 인정, 개별 학습자를 고려한 체육수업’으로 구분되었다. 셋째, 체육 교수법 지식으로 ‘가시밭 길이지만 내가 만드는 꽃길’, ‘기존의 평가는 허물고! 체육의 행복은 누리고!’’로 유형화되었다. 넷째, 체육 환경 지식으로 ‘모두를 위한 우리 학교 보편적 학습 설계’, ‘수업을 바꾸는 주변의 뜨거운 지지와 인정’으로 분석되었다. 다섯째, 교사 자신에 관한 지식으로 ‘좋은 추억을 남겨줄 수 있는 교사’, ‘편견을 걷고, 함께하는 가치를 담아 희망을 잇는 꿈’으로 해석되었다. 연구 결과를 토대로 통합체육 수업에 관한 실천적 지식을 교사 개인적 차원과 상황 맥락적 차원으로 나누어 논의하였으며, 후속 연구로 체육 교사 철학 재정립, 직전 교사 교육에서 통합체육 교육과정의 필요성을 제안하였다. 이와 같은 결과는 바람직한 내용으로 형성한 체육 교사의 실천적 지식이 통합체육 수업에서 온전한 포용을 구현할 수 있다는 가능성을 시사해 준 것에 의의를 지닌다.