유아교사와 유아특수교사의 통합교육 만족도 및 만족도에 미치는 요인 (Degrees of Satisfaction with Inclusion and Variables Affecting Satisfaction Among Early Childhood and Early Childhood Special Education Teachers)

서지정보

· 발행기관 : 대구대학교 한국특수교육문제연구소
· 수록지 정보 : 특수교육저널:이론과 실천 / 3권 / 1호 / 21 ~ 39페이지
· 저자명 : 조광순, 엄순자

초록

본 연구에서는 통합교육을 실시하고 있는 202명 일반 유아교사와 유아특수교사들을 대상으로 통합교육 만족도 및 통합교육에 대한 교사의 인식, 유아특수교육 실제에 대한 교사의 자질, 통합교육의 지원, 공동협력에 있어서 교사들의 수준은 어느 정도 인지 알아보고 각 요인들이 만족도에 미치는 영향에 대해 알아보았다. 연구결과, 교사들의 특수유아 통합교육에 대한 만족도는 보통정도로 나타났으며, 통합교육에 대한 교사의 인식은 전체적으로 높게 나타나고 있으나 유아특수교사가 일반교사보다 긍정적으로 인식하고 있는 것으로 나타나고 있다. 교사의 자질과 통합교육의 지원 및 공동협력의 수준 또한 전반적으로 보통인 것으로 나타나고 있고, 유아특수교사는 일반유아교사에 비해 공동협력의 수준이 좀 더 높은 것으로 평가하고 있는 것으로 나타났다. 교사들간의 공동협력의 수준은 통합교육 만족도에 가장 큰 영향을 미치고 있는 것으로 나타났다.

영어초록

The purpose of this study was to examine the degrees of satisfaction on inclusion among early childhood education and early childhood special education teachers and the variables affecting their satisfaction with inclusive education. A survey approach was employed for this research. The survey involved 202 early childhood and early childhood special education teachers in kindergartens of special schools, special schools for preschoolers, special kindergarten classes, and early intervention agencies across the nation, except Cheju-do. t, F, and multiple regression analysis were used for data analysis. The results were as follows: First, the levels of satisfaction with inclusion among the participating teachers were found to be relatively low. Many of the early childhood education teachers demonstrated low satisfaction on their inclusion practices compared to the early childhood special education teachers. However, the differences between the two groups were found not to be statistically significant.
Second, it was found that there were no differences between early childhood education and early childhood special education teachers in the levels of satisfaction on their inclusion practices according to their previous experience with children with disabilities, teaching certificates, and types of inclusion.
Third, it was found that the levels of awareness on inclusion among the teachers were relatively high. The early childhood special education teachers demonstrated higher awareness. It was also found that the teachers demonstrated moderate levels of qualification on early childhood special education practices, but there were no differences between the two groups. Support for their inclusive practices and collaboration were found to be moderate. The early childhood special education teachers demonstrated higher levels of collaboration than regular early childhood educators.
Fourth, it was found that variables of awareness of inclusion, qualification for early childhood special education practices, support for inclusion, and collaboration made significant contributions to the levels of satisfaction on inclusion. The collaboration was found to be the most contributing variable.

참고자료

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