This includes understanding of problems of comprehensive education that perceived by teachers in comprehensive classes and how to solve the problems. To do it, first, to understand the matters the teachers think, and also try to know of differences to each one as background of teachers. Second, the ...
This includes understanding of problems of comprehensive education that perceived by teachers in comprehensive classes and how to solve the problems. To do it, first, to understand the matters the teachers think, and also try to know of differences to each one as background of teachers. Second, the way of improvement for the education and also try to know of differences to each solution as background of teachers. To solve the problems in this, researches subjected for 76 teachers teaching in comprehensive classes in Gyeongsangnam-do have done and obtained data were processed by SPSS Program.
This research concludes this
First of all, teachers of synthesized classes thought that 10 problems might be existed in current situation and the biggest one is the portion of the environment and education of the class then matter about teachers, lack of communication and cooperation in between teachers in general and specialized, direction of special and general activity, lack of understanding of the teachers of disable children, administrative and financial supportand special class teachers' problem felt by comprehensive class teachers, respectively, orderly. And the least important one is attitude and perception of special students by other students.
Secondly, looking at differences as teachers' background to problems related to comprehensive education, recognized by the teachers, there are statistically meaningfuldata as the experiences in completion of special education courses and teaching special care-needed children.
Of problems in comprehensive classes recognized by the teachers, teachers' management and understanding of disable children, education and work environment of the class. Whether experiences of special education course completion bore statistically meaningful data and also higher figure showed in non-educational group.
In portion of communication and cooperation in between teachers in general and specialized, inexperienced in teaching specially cared children group showed higher figure that the other group and the differences is statistically substantial.
Thirdly, the 6 improvements for comprehensive education are suggested by the teachers, the most frequently appeared category is the thought and attitude by general students of particularly cared children and then share of information, other categories (fostering teachers, evaluation, and convenientfacilities), teaching-learning method, special activity and direction of children's behavior, respectively, orderly. And least attracted one is administrative and financial support.
Lastly, there were differences in between teachers as their background, no statistically meaning.
This includes understanding of problems of comprehensive education that perceived by teachers in comprehensive classes and how to solve the problems. To do it, first, to understand the matters the teachers think, and also try to know of differences to each one as background of teachers. Second, the way of improvement for the education and also try to know of differences to each solution as background of teachers. To solve the problems in this, researches subjected for 76 teachers teaching in comprehensive classes in Gyeongsangnam-do have done and obtained data were processed by SPSS Program.
This research concludes this
First of all, teachers of synthesized classes thought that 10 problems might be existed in current situation and the biggest one is the portion of the environment and education of the class then matter about teachers, lack of communication and cooperation in between teachers in general and specialized, direction of special and general activity, lack of understanding of the teachers of disable children, administrative and financial supportand special class teachers' problem felt by comprehensive class teachers, respectively, orderly. And the least important one is attitude and perception of special students by other students.
Secondly, looking at differences as teachers' background to problems related to comprehensive education, recognized by the teachers, there are statistically meaningfuldata as the experiences in completion of special education courses and teaching special care-needed children.
Of problems in comprehensive classes recognized by the teachers, teachers' management and understanding of disable children, education and work environment of the class. Whether experiences of special education course completion bore statistically meaningful data and also higher figure showed in non-educational group.
In portion of communication and cooperation in between teachers in general and specialized, inexperienced in teaching specially cared children group showed higher figure that the other group and the differences is statistically substantial.
Thirdly, the 6 improvements for comprehensive education are suggested by the teachers, the most frequently appeared category is the thought and attitude by general students of particularly cared children and then share of information, other categories (fostering teachers, evaluation, and convenientfacilities), teaching-learning method, special activity and direction of children's behavior, respectively, orderly. And least attracted one is administrative and financial support.
Lastly, there were differences in between teachers as their background, no statistically meaning.
Keyword
#통합교육 통합학급 특수학급 학부모의 인식 장애아동
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