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초등학교 통합학급의 일반아동이 지각하는 학급풍토와 장애수용태도와의 관계
강석순 ( Seok Soon Gang ),김자경 ( Ja Kyoung Kim ),강혜진 ( Hye Jin Kang ) 대구대학교 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.4
The purpose of this study is to identify the relationship between classroom climate perceived by general children and acceptance of disability in the inclusion classroom of elementary school. The study was conducted with fourth to sixth graders of elementary schools with special classes which provide an inclusion education in P-city. The results of the study are as follows: First, there were differences among four groups in the total score and all sub-test of the acceptance attitude of disability in the inclusion classroom. Second, there is a positive correlation between the familiar climate or the autonomous climate and the acceptance attitude of disability in the inclusion classroom. There is a negative correlation between the controlled and laissez-faire climate and the acceptance attitude of disability in the inclusion classroom. Third, significant variables which influenced on the acceptance attitude of disability in the inclusion classroom were the familiar climate and the autonomous climate. According to this results of the study, teachers and students who are main members creating the class climate need to make the inclusion classrooms`` climate familiar and autonomous. This suggests the class climate made by teachers and students together affects an acceptance attitude of disabilities.
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