초등학교 통합학급의 장애아동 부모와 일반아동 부모의 통합교육에 대한 인식 및 요구

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 14권 / 2호
· 저자명 : 박영남, 추연구

목차

I. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 결론 및 제언
참 고 문 헌

초록

본 연구에서는 통합교육을 실제로 받고 있는 장애아동 부모와 일반아동 부모들을 대상으
로 통합교육에 대한 인식과 요구의 차이가 어떠한지를 알아보고자 하는데 그 목적이 있다.
이를 위하여 춘천시에 소재하고 있는 초등학교 10개교의 통합학급 아동의 부모 230명(장
애아동 부모 70명, 일반아동 부모 160명)을 대상으로 설문지를 배포하였으며, 회수된 192(장
애아동 부모 50명, 일반아동 부모 142명)부의 설문지를 분석하였다.
설문의 내용은 크게 통합교육에 대한 장애아동 부모와 일반아동 부모의 인식에 관한 설문
23문항, 통합교육에 대한 장애아동 부모와 일반아동 부모의 요구에 관한 설문 15문항으로
구성하였다.
그 결과로는 문항에 따라 두 집단 간 인식의 차이는 있었지만, 장애아동 부모와 일반아동
부모 모두 통합교육의 필요성이나 그와 관련된 부모교육의 필요성에 대해 긍정적으로 인식
하고 있음을 알 수 있다. 그러나 이러한 인식 수준을 더욱 향상시키기 위해서는 통합교육
실시의 가장 큰 어려움으로 지적되고 있는 장애아동에 대한 주변의 인식 전환, 교사의 지도
능력 배양 등에 대한 문제가 시급히 개선되어야겠다. 특히 통합교육은 장애아동과 일반아동
중 어느 한 집단을 위한 것이 아니라 모든 아동의 교육적 요구를 충족시키기 위해 가장 적
절한 환경을 조성하는 것에 그 목적이 있음을 인식하여야 할 것이다.

영어초록

The purpose of this study was to find out the differences in parents’
perception and need on inclusion targeting parents of general children and
children with disabilities who actually receive the inclusion.
The questionnaire were sent to 230 parents (70 parents of children with disabilities,
160 parents of general children) in integrated classes of 10 elementary schools located
in Chuncheon City, and then 192 questionnaires were collected(50 parents of children
with disabilities, 142 parents of general children) and analyzed.
The results are summarized as follows.
First, as for the difference in parents’ perception on inclusion, two groups
perceived general opinions on inclusion differently(understanding on inclusion,
ideals of education in the same educational environment, necessity of inclusion,
degree of interest of general children’s parents in children with disabilities). In
addition, two groups showed different perception on the opinions about parent
education(necessity of parent education for inclusion, opinion of participation in
parent education, proper method for parent education) when inclusion is
performed. As for the effect of inclusion on general children(positive effect of
inclusion on general children, attitude of general children toward children with
disabilities), there was not significant difference, however, they perceived
differently the negative effect of inclusion on general children. The effect of
inclusion on children with disabilities(positive effect of inclusion on children with
disabilities, influence of inclusion on children with disabilities) showed no
difference in two groups’ perception, on the contrary, the perception on the effect
of inclusion on children with disabilities was different. As for method of
inclusion(operation type of inclusion, qualification of teachers, proper number of
children with disabilities per class, effective method of class organization), there
was a difference in two groups’ perception, but the perception on degree of
disability available to inclusion, effective time of inclusion were not different. As
for problems in operation of inclusion(urgent problems to be handled, the greatest
problem in integrated class), there was no difference in perception, however, two
groups perceived differently the most important problem in operating inclusion.
Second, parents of children with disabilities had more demand on need for
teacher, education program, facility․equipment, systematic․administrative
support, and use of community resources than parents of general children.
However, there was no significant difference in four sections except for need for
use of community resources. In addition, two groups showed higher demand
upon inclusion responding ‘necessary’ or ‘very necessary’, in particular, demand
on facility․equipment was the greatest among five sections.
<Key Words> Inclusion, Integrated Class, Parents’ Perception, Parents’ Need

참고자료

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