장애유아 통합교육 효과에 대한 유아교사 및 유아특수교사의 인식 Perceptions on the Effectiveness of Inclusion for Young Children with disabilities among early childhood education and early childhood special education원문보기
본 연구의 목적은 통합교육 실시 결과 일반유아의 변화, 장애유아의 변화, 유아교사와 유아특수교사의 공동협력 변화 등 통합교육 효과에 대한 전반적인 교사의 인식을 알아보기 위한 것이다. 이를 위하여 전국에 소재한 유치원 통합학급교사 60명(사립 30명, 공립 30명)과 유아특수교사 170명으로 전체 230명을 조사대상으로 설문지를 우송하여 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 통합교육을 통한 일반유아의 변화 중 일반유아의 장애유아에...
본 연구의 목적은 통합교육 실시 결과 일반유아의 변화, 장애유아의 변화, 유아교사와 유아특수교사의 공동협력 변화 등 통합교육 효과에 대한 전반적인 교사의 인식을 알아보기 위한 것이다. 이를 위하여 전국에 소재한 유치원 통합학급교사 60명(사립 30명, 공립 30명)과 유아특수교사 170명으로 전체 230명을 조사대상으로 설문지를 우송하여 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 통합교육을 통한 일반유아의 변화 중 일반유아의 장애유아에 대한 태도 변화는 모든 집단의 교사들이 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 둘째, 통합교육을 통한 일반유아의 변화 중 일반유아의 사회성 발달의 변화는 전체적으로 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 셋째, 통합교육을 통한 장애유아의 변화 중 장애유아의 사회성 발달 변화 전체적으로는 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 넷째, 통합교육을 통한 장애유아의 변화 중 장애유아의 학습의 변화는 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 다섯째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 교육계획 및 교육과정 개발·운영 대한 변화에서는 비교적 긍정적인 인식을 하고 있음이 나타났다. 여섯째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 교사 협의회 구성의 변화는 다른 영역에 비해 대체적으로 덜 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 일곱째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 공동 교수의 변화에 대한 인식은 비교적 긍정적으로 인식하고 있음이 나타났다.
본 연구의 목적은 통합교육 실시 결과 일반유아의 변화, 장애유아의 변화, 유아교사와 유아특수교사의 공동협력 변화 등 통합교육 효과에 대한 전반적인 교사의 인식을 알아보기 위한 것이다. 이를 위하여 전국에 소재한 유치원 통합학급교사 60명(사립 30명, 공립 30명)과 유아특수교사 170명으로 전체 230명을 조사대상으로 설문지를 우송하여 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 통합교육을 통한 일반유아의 변화 중 일반유아의 장애유아에 대한 태도 변화는 모든 집단의 교사들이 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 둘째, 통합교육을 통한 일반유아의 변화 중 일반유아의 사회성 발달의 변화는 전체적으로 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 셋째, 통합교육을 통한 장애유아의 변화 중 장애유아의 사회성 발달 변화 전체적으로는 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 넷째, 통합교육을 통한 장애유아의 변화 중 장애유아의 학습의 변화는 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 다섯째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 교육계획 및 교육과정 개발·운영 대한 변화에서는 비교적 긍정적인 인식을 하고 있음이 나타났다. 여섯째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 교사 협의회 구성의 변화는 다른 영역에 비해 대체적으로 덜 긍정적인 변화가 있는 것으로 인식하고 있음이 나타났다. 일곱째, 통합교육을 통한 유아교사와 유아특수교사의 공동 협력 변화 중 공동 교수의 변화에 대한 인식은 비교적 긍정적으로 인식하고 있음이 나타났다.
The purpose of this study was to investigate the teachers' general perceptions with regard to the effectiveness of the inclusion of young children with disabilities. A survey approach using a self-rating scale was employed for this research. The survey involved 135 kindergarten teachers who responde...
The purpose of this study was to investigate the teachers' general perceptions with regard to the effectiveness of the inclusion of young children with disabilities. A survey approach using a self-rating scale was employed for this research. The survey involved 135 kindergarten teachers who responded out of 230 who were invited to participate from inclusive and segregated kindergarten programs across the nation. The survey questionnaire consisted of 17 questions in three areas. The data were analyzed using one way analysis of variance to investigate the differences between various groups. Groups were classified according to types of program, types of certification, and years of inclusive teaching experience. The results were as follows: 1. It was found that the teachers have high levels of perceptions on improvement of children' attitudes toward their peers with disabilities. In particular, the teachers of segregated classrooms and teachers with experience in inclusive education demonstrated higher levels of perceptions compared to teachers in other groups. 2. It was found that the teachers have moderate levels of perceptions on improvement of social development among children without disabilities. The differences between groups according to types of program, types of certification, and years of inclusive teaching experience were not found to be statistically significant. 3. It was found that the teachers have moderate levels of perception on improvement of social development among children with disabilities through the inclusion. The differences between groups according to types of program, types of certification, and years of inclusive teaching experience were not found to be statistically significant. 4. It was also found that the teachers have moderate levels of perceptions on improvement of academic learning among children with disabilities. In particular, the teachers of segregated kindergarten programs demonstrated higher levels of perceptions compared to teachers in other groups. The differences between groups according to types of certification and years of inclusive teaching experience were not found to be statistically significant. 5. It was found that the teachers have moderate levels of perceptions on improvement in collaboration among teachers for developing educational plans and implementing curriculums. It was found that teachers with more than three years teaching experience in inclusive classrooms demonstrated higher levels of perceptions than teachers with less than three years of experience. 6. It was found that the teachers have relatively low levels of perceptions on improvement in organizing collaborative teams. The differences between groups according to types of certification and years of inclusive teaching experience were not found to be statistically significant. 7. It was found that the teachers have moderate levels of perceptions on improvement in co-teaching. It was found that teachers with certification in early childhood special education demonstrated higher levels of perceptions than teachers with different certifications. *A thesis submitted to the committee of the Graduate School of Education, Kongju National University in partial fulfillment of the requirements for the degree of Master of Education. Conferred in February 2003.
The purpose of this study was to investigate the teachers' general perceptions with regard to the effectiveness of the inclusion of young children with disabilities. A survey approach using a self-rating scale was employed for this research. The survey involved 135 kindergarten teachers who responded out of 230 who were invited to participate from inclusive and segregated kindergarten programs across the nation. The survey questionnaire consisted of 17 questions in three areas. The data were analyzed using one way analysis of variance to investigate the differences between various groups. Groups were classified according to types of program, types of certification, and years of inclusive teaching experience. The results were as follows: 1. It was found that the teachers have high levels of perceptions on improvement of children' attitudes toward their peers with disabilities. In particular, the teachers of segregated classrooms and teachers with experience in inclusive education demonstrated higher levels of perceptions compared to teachers in other groups. 2. It was found that the teachers have moderate levels of perceptions on improvement of social development among children without disabilities. The differences between groups according to types of program, types of certification, and years of inclusive teaching experience were not found to be statistically significant. 3. It was found that the teachers have moderate levels of perception on improvement of social development among children with disabilities through the inclusion. The differences between groups according to types of program, types of certification, and years of inclusive teaching experience were not found to be statistically significant. 4. It was also found that the teachers have moderate levels of perceptions on improvement of academic learning among children with disabilities. In particular, the teachers of segregated kindergarten programs demonstrated higher levels of perceptions compared to teachers in other groups. The differences between groups according to types of certification and years of inclusive teaching experience were not found to be statistically significant. 5. It was found that the teachers have moderate levels of perceptions on improvement in collaboration among teachers for developing educational plans and implementing curriculums. It was found that teachers with more than three years teaching experience in inclusive classrooms demonstrated higher levels of perceptions than teachers with less than three years of experience. 6. It was found that the teachers have relatively low levels of perceptions on improvement in organizing collaborative teams. The differences between groups according to types of certification and years of inclusive teaching experience were not found to be statistically significant. 7. It was found that the teachers have moderate levels of perceptions on improvement in co-teaching. It was found that teachers with certification in early childhood special education demonstrated higher levels of perceptions than teachers with different certifications. *A thesis submitted to the committee of the Graduate School of Education, Kongju National University in partial fulfillment of the requirements for the degree of Master of Education. Conferred in February 2003.
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