초등학교 특수교육에 대한 장애아동 학부모의 요구 조사 = A Study on Needs of Parents with Disabled Children for Special Education in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine and analyze what parents required from elementary special education or integrated class environment, Their children were attending elementary schools in south Gyeongsang province, Pusan metropolitan city, and Daegu metropolitan city. I made a special effort to seek ways to resolve the problems with special class education and to discuss it could be conducted better. As a result of the survey, the following finding were acquired.
Firstly, regarding parent's need for special classroom environment, the parents were demanding on facility expansion for the disabled and space installation for special educational treatment. They were also demanding that special class should be located near to integrated class on the first floor.
They were asked what facilities, equipment, and supplies were needed primarily to a special class. They answered that they regarded personal computers for special class students as essential. However, parents with a seriously disabled child responded that they needed a toilet for an exclusive use. Like this, we could know that the demand of parents was different according as how seriously handicapped their kid was. Selecting facilities, equipment, and supplies for special class education, it is natural that we should establish facilities depending on space configuration and easily-changeable structure more than a fixed one.
It was much expected that understanding disabled students had priority over other things as special teacher's qualifications.
Secondly, parents considered self-supporting skills the most regarding the contents on the current special education. They required that organization and management curriculums should be negotiated with between special schools and ordinary schools. Nonetheless, parents with a seriously-disabled student asked for the contents necessary for real life regardless of the school curriculum. Accordingly, organization and management curriculums should be individualized according to the special needs corresponding to every individual.
Parents placed high value on the individual level and satisfaction whose children got an education in school. Nevertheless, knowledge on how to teach every student individually and reduction of teacher's trivial duties was preceded as conditions for individual lesson. Hence, it seemed that it was necessary to create the environment that can devote teachers to school work and constant training about individual education.
Disabled students liked Art·music·physical class but did not like mathematics and Korean. While their parents demanded that contents on parents education should included how to treat their children in home, parents with seriously-disabled children and ones living in metropolitan cities were showed much interest in entering schools and upper schools, future courses, and educational measures.
Thirdly, they answered to the management of special education executing in elementary schools as follows: The suitable number of students was six or seven. The proper number of lessons in a week was about 12.
Parents generally thought that they had more amount of advanced information than average related to special educations. Source of information seemed to mainly be special teachers. From now on, we will strengthen the role of a special education assistance center installed every office of education.
Parents with disabled students realized necessity of integrated education keenly. They considered that understanding of general teachers and non-disabled students should be preceded for integrated education. Therefore, we should let it executed systematically education on understanding disabled students and educational experience activity, and we will go forward to live together in the field schools or social organization.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 초등학교 특수교육 = 4
• 2. 장애아동 부모의 참여 = 10
• 3. 특수교육의 여건 및 실태 = 14
• 4. 선행 연구 고찰 = 20
• Ⅲ. 연구방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 21
• 3. 연구 절차 = 22
• 4. 자료 처리 = 23
• Ⅳ. 결과 및 논의 = 24
• 1. 초등학교 특수교육 여건에 관한 학부모의 요구 = 24
• 2. 초등학교 특수교육 내용에 관한 학부모의 요구 = 30
• 3. 초등학교 특수교육 운영에 관한 학부모의 요구 = 39
• Ⅴ. 결론 및 제언 = 50
• 1. 결론 = 50
• 2. 제언 = 51
• 참고 문헌 = 53
• Abstract = 55
• 부록 = 58