통합교육 실시를 위한 원적학급 일반교사의 지원 요구 = General Education Teachers` Support Needs for Inclusive Education Practices in Regular Elementary Schools

다국어 초록 (Multilingual Abstract)

General education teachers play an important role in implementing inclusive education of students with and without disabilities. While they have not been properly prepared for inclusive education practices and had difficulties in teaching students with special education needs in their classes, they have been rarely supported by the current educational system in Korea. This study is aimed to provide a basic data indicating the degree of support needs of general education teachers for inclusive education practices and how the support needs can be varied according to the teachers` background variables and students` backgrounds variables. The support needs of the general education teachers who are teaching students with disabilities in their classrooms are investigated through the survey containing 22 items of 3 different sub-areas of support needs, which were drawn from a review of previous literature and an investigations into the opinions of teachers. The response data of the total of 213 teachers from 36 regular elementary schools located in Seoul are analyzed by t-test or one-way ANOVA and then Sche＇ffe post hoc test. On the almost all items, support needs were found above average(score 3), according tothe sub-areas of the support needs, the support needs in the area of personal, social, and behavioral guidance were higher than those in the area of academic instruction and in the area of administrative and financial arrangement. The highest support needs were found in the item of knowing of the present level of student performance. The lowest supports were found in the item of the principals` attentions. Among the total of 231 teachers, the groups of teachers in charge of upper grades, of students with autistic disorders, of severely disabled students, of students with behavioral problems in both academic and non-academic activities indicated more support needs. The results of this study were discussed with the aim of facilitating more active collaboration between the general education and special education teachers and of provoking a discourse on the provision of systematic supports for general education teachers in order to achieve high quality inclusive education for all. This study could provide a field-based information which points out the most needy area of supports for general education teachers and which implicates the priority content areas of in-service programs helping general education teachers implement quality inclusive education.