통합교육의 방해요인에 대한 초등학교 교사의 인식 연구

다국어 초록 (Multilingual Abstract)

Even if integrated education quantitatively made a remarkable growth today, it does not directly means that it improved in quality as well. Several prerequisites must be accomplished in advance for disabled students to successfully participate in regular classes. Many experts have commonly pointed out that minimizing the size of student bodies and increasing financial supports must be realized as the solutions for the integration education in Korea. However, there have been a convincing argument that acquiring a positive attitude, perception and enough knowledge towards inclusive class is equally important in order to accomplish the successful integration. Therefore, this study aims to provide basic data to solve disturbance factors of inclusive education by analysing different perceptions on the disturbance of inclusive education among teachers for special, inclusive and ordinary class.
The subject of inquiry as follows.
First, how do teachers for special classes cognize the prerequisite against disturbance factors of inclusive education in elementary schools?
Second, how do inclusive teachers cognize the precedence of disturbance factor about inclusive education in elementary school?
Third, how do teachers for ordinary classes cognize the precedence of disturbance factor about inclusive education in elementary schools?
Fourth, is there a difference of prior problem which teachers for special class, inclusive class and ordinary class cognize about disturbance of inclusive education?
A subject of this study is the group of teachers of special, inclusive and ordinary classes in elementary schools around major cities. A method of the study was executed by qualitative research by using survey with content which is able to take the gauge of cognition-disturbance factors such as teachers, students, administrative supports and external factors as well as parents of students. 300 copies containing 100 copies from three different groups were analyzed by using the SPSS 18.0 statistic program.
The result of inquiry as follows,
First, the prior problems are cognized by the teachers for special class showed several problems such as a teaching method and its application which is caused by differences between ordinary students and students with disabilities. Laking in time to spare for ordinary teachers from their overweighted task, and atmosphere of an academic background is deeply associated with a highly competitive society. Also, the excess of complement for each class and absence of a specific guideline for inclusive education are ranked on the top at the same time in the administrative support area. Furthermore, teachers fro special class commonly thought that the major problem of inclusive education is the factor of teacher.
Second, the prior problem are cognized by teachers for inclusive class are similar to the problems of special educator's such as a teaching method and its application which is caused by differences between ordinary students and students with disabilities. Lacking in time to spare for ordinary teachers from their overweighted task, and atmosphere of an academic background is deeply associated with a highly competitive society, and lacking in attention to inclusive education of teacher. Also teachers for inclusive class commonly thought that the major problem of inclusive education is the factor of administrative support.
Third, the prior problems are cognized by teacher for ordinary class are almost similar to the problems of inclusive educator's.
Fourth, there was no significant differences about disturbance factor of inclusive education among teachers for special, inclusive, ordinary. However there was a meaningful difference in the case of each area. That is, teachers for special class tend to regard the factor of teacher as a top priority. On the other hand, teachers for inclusive and ordinary class tend to regard the factor of administrative support as the top priority.
Disturbances of inclusive education is cognized by elementary school teachers were showing the top priority such as the lacking in time to spare for ordinary teachers from their overweighted task, a teaching method and its application which is caused by difference between ordinary students and students with disabilities, the excess of complement for each class and absence of a specific guideline for inclusive education and atmosphere of an academic background is deeply associated with a highly competitive society. Furthermore the factor of teacher and administrative support were cognized as the top priority to the disturbance factor. Therefore, constant effort made for professional improvement in special education as well as extensive administrative support and education policy must be realized.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 5
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 통합교육의 확산 및 개념화 6
• 2. 통합교육의 쟁점 10
• 3. 통합교육의 발전방향 29
• 4. 선행연구 고찰 25
• Ⅲ. 연구 방법 28
• 1. 연구 대상 28
• 2. 연구 도구 29
• 3. 연구 절차 30
• 4. 자료 처리 30
• Ⅳ. 연구 결과 31
• 1. 통합교육의 방해요인에 대한 인식도 분석 31
• 2. 통합교육의 방해요인 하위 영역에 대한 인식도 분석 43
• 3. 통합교육의 방해요인에 대한 집단 간 인식도 차이 분석 46
• Ⅴ. 논 의 51
• Ⅵ. 결론 및 제언 56
• 참고문헌 59
• 영문초록 65