교사의 통합교육에 대한 태도에 따른 장애유아와의 상호작용 행동 연구 = A Study on Social Interactions between Teachers and Preschoolers with disabilities by Teacher`s Attitudes toward the Inclusive Education

국문 초록 (Abstract)

본 연구는 교사의 통합교육에 대한 긍정적 수용 태도의 정도에 따라 통합학급 내 교사와 장애유아의 상호작용 양상과 그 특징이 어떠한 지를 알아보고자 하였다. 연구의 대상은 공·사립유치원에서 1명의 장애유아를 통합하고 있는 일반 유치원의 교사 6명과 그 학급의 장애유아들이었다. 학급의 자유놀이 시간 동안의 관찰을 중심으로 연구한 결과, 통합교육에 대한 태도가 긍정적인 교사와 부정적인 교사들 간에 장애유아와의 상호작용 행동에 차이가 있는 것으로 나타났다. 장애유아와의 긍정적인 상호작용 시도와 반응은 긍정적인 태도 집단에서 더 많이 나타났고, 통합교육에 대한 부정적인 태도를 가진 교사는 전반적으로 장애유아에 대한 이해 부족으로 상호작용이 부적절하며 일반유아와의 상호작용을 연결시켜주는데 미숙하였다.

다국어 초록 (Multilingual Abstract)

This study purposed to investigate characteristics of the teacher's social interactions with young children with disabilities by teacher's attitudes toward inclusive education in integrated classrooms.
The subject were teachers and their young children with disabilities in 6 integrated classes. The 6 classes were selected based on the teacher's attitudes toward the inclusive education. Three teachers from 3 classes had positive attitudes toward the inclusive education and the other 3 teachers had relatively negative attitudes toward the inclusive education. For the purpose of this study, interactions between the teacher and young children with disabilities were observed and the frequency of interactions were measured.
The results were as follows:
First, the frequency of attempts to interact with the child with disability by teachers and the frequency of teachers' responses to interaction attempts of the child with disability were greater in the classes of teachers with positive attitudes toward the inclusion, compared with the teachers with negative attitudes toward the inclusion.
Second, the teachers with positive attitudes toward the inclusion interacted with their young child with disability in the way to expand the child's play, promote the child's interactions with typically developing peers, and facilitate prosocial behavior of the child with disability. Whereas, the teachers with negative attitudes toward the inclusion didn't effectively intervene interactions between young children with and without disability and didn't facilitate learning and play activities of the child with disability.