초등학교 교사의 장애아동에 대한 반편견 교육 인식과 실태 = A Study on Cognition of Teachers Toward Anti-Bias Education for Handicapped Children and Its Actual Condition In Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to arrange basic data of integrated education to remove bias of non-handicapped children for handicapped children and execute an efficient integrated education by investigating cognition teachers about anti-bias education for handicapped children and its actual condition in elementary school.
Research questions were set as following;
First, are there differences of cognition of teachers about anti-bias education for handicapped children, according to variables of teachers (educational careers, experiences of integrated education and training for special education)?
Second, how about the actual condition of anti-bias education for handicapped children in elementary school, according to variables of teachers (educational careers, experiences of integrated education and training for special education)?
First of all, 186 of teachers in elementary schools based on Ul-san Metropolitan city were selected as research targets and the research was performed by delivering questionnaires of anti-bias education cognition for handicapped children and its actual condition. Data collected were processed and analyzed using SPSS statistic program, x2(Chi-Square Test), frequency analysis, t-test and One-way ANOVA to take average values and standard deviation.
The results of the study were as follows;
First, teachers, who joined training for special education, had higher understanding and satisfaction about anti-bias education for handicapped children than those that didn't experienced it.
Second, some of them, who experienced integrated education, thought that anti-bias education is needed to make students understand of difference between individuals and recognized that executing anti-bias education in the first grade is proper for students.
Third, teachers that joined training for special education, had more participation time in training for anti-bias education than those that didn't joined it. Also, they answered that they are carrying out parent education about anti-bias using home correspondence.
Fourth, teachers, who experienced integrated education, carried out anti-bias education more than those that didn't experience it and they were implementing anti-bias education regardless of a certain group.
Fifth, teachers with higher educational careers were implementing anti-bias education in more various groups.
In conclusion, it was found that teachers, who participated in training for special education, experienced integrated education and had higher educational careers, have positive recognition of anti-bias education for handicapped children and practice anti-bias education more aggressively.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 5
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 반편견 교육의 정의 7
• 2. 장애아동에 대한 반편견 교육의 내용 8
• 3. 장애아동에 대한 반편견 교육을 위한 교사의 역할 10
• Ⅲ. 연구 방법 13
• 1. 연구 대상 13
• 2. 연구 도구 14
• 3. 연구 절차 17
• 4. 자료 처리 18
• Ⅳ. 연구 결과 및 논의 19
• 1. 연구 결과 19
• 2. 논의 49
• Ⅴ. 결론 및 제언 56
• 1. 결론 56
• 2. 제언 56
• 참고문헌 58
• 영문초록 61
• 부록 63