The purpose of this study was to examine how nondisabled school children's exposure to co-teaching affected their receptive attitude toward disabled children. It's basically meant to urge teachers in charge of inclusive and special classes to approve of each other as qualified and trustworthy educat...
The purpose of this study was to examine how nondisabled school children's exposure to co-teaching affected their receptive attitude toward disabled children. It's basically meant to urge teachers in charge of inclusive and special classes to approve of each other as qualified and trustworthy educators, to let them provide co-teaching for nondisabled elementary schoolers to be more receptive to disabled ones, and ultimately to lay the solid foundation for full-fledged inclusive education. A research question was posed:
Does co-teaching provided by teachers in charge of inclusive and special classes make any differences to the receptivity of nondisabled elementary schoolers toward disabled children in personal, school and social lives according to their gender and academic year?
The instrument used in the study was a questionnaire that reconstructed two different questionnaires. One was Kim Jong-sam (2000)'s questionnaire used in his study to check the attitude of nondisabled children toward the disabled by inclusive-education experience, academic year and gender, and the other was Korea Institute for Special Education(1997)'s questionnaire used in its study on efficient inclusive education methods. The subjects in this study were 497 children who were in their second to sixth grade of elementary school in south Gyeongsang province. Out of them, 244 children were selected from two elementary schools that were equipped with special classes and provided co-teaching, and 253 children were selected from an elementary school that were furnished with special classes yet didn't offer co- teaching.
Four-point Likert scale was employed in the questionnaire. For data analysis, SPSS program was utilized to conduct two-way ANOVA.
The findings of the study were as follows:
First, concerning the effect of exposure to co-teaching, gender and academic year on receptive attitude in personal life, those who received co-teaching took a more positive attitude toward the disabled in personal life. There was no significant gap according to gender and academic year between those children and the others who weren't exposed to co-teaching, but the former was more positive when only one of the variables was taken into account. Even among the children exposed to co-teaching, the upper graders tended to treat disabled children in a more negative way.
Second, as to the effect of co-teaching, gender and academic year on receptive attitude in school life, the children who received co-teaching took a more favorable attitude to disabled children in school life. No significant intergroup difference was found according to gender and academic year in that regard, but interaction between gender and academic year made a significant difference to their receptive attitude in school life at the 0.1% level of significance. Specifically, the second, fifth, fourth and fifth graders were more receptive than the sixth graders.
Third, as for the influence of co-teaching, gender and academic year on receptive attitude in social life, the children who were exposed to co- teaching took a more receptive attitude toward disabled children in social life. There was no significant intergroup gap according to gender and academic year in that aspect, but co-teaching had a statistically significantly different effect on their attitude at the 0.1% level of significance. One noteworthy finding was that the third graders were more receptive than the other graders in social life.
Fourth, regarding the influence of co-teaching, gender and academic year on overall receptive attitude, the children who were exposed to co- teaching took a more favorable attitude toward disabled children in every regard including personal, school and social lives. It signified that co- teaching was one of effective teaching-learning methods to let nondisabled children share their lives with disabled children in a friendly manner. However, the upper graders were less receptive in general than the lower ones, which suggested that co-teaching should be better systemized and provided as early as possible.
In conclusion, the elementary school nondisabled children who were exposed to co-teaching had a more receptive attitude toward disabled children than the others who weren't, and that proved that co-teaching was one of teaching methods to correct nondisabled children's attitude toward disabled children to make a full-fledged inclusive education come true.
The purpose of this study was to examine how nondisabled school children's exposure to co-teaching affected their receptive attitude toward disabled children. It's basically meant to urge teachers in charge of inclusive and special classes to approve of each other as qualified and trustworthy educators, to let them provide co-teaching for nondisabled elementary schoolers to be more receptive to disabled ones, and ultimately to lay the solid foundation for full-fledged inclusive education. A research question was posed:
Does co-teaching provided by teachers in charge of inclusive and special classes make any differences to the receptivity of nondisabled elementary schoolers toward disabled children in personal, school and social lives according to their gender and academic year?
The instrument used in the study was a questionnaire that reconstructed two different questionnaires. One was Kim Jong-sam (2000)'s questionnaire used in his study to check the attitude of nondisabled children toward the disabled by inclusive-education experience, academic year and gender, and the other was Korea Institute for Special Education(1997)'s questionnaire used in its study on efficient inclusive education methods. The subjects in this study were 497 children who were in their second to sixth grade of elementary school in south Gyeongsang province. Out of them, 244 children were selected from two elementary schools that were equipped with special classes and provided co-teaching, and 253 children were selected from an elementary school that were furnished with special classes yet didn't offer co- teaching.
Four-point Likert scale was employed in the questionnaire. For data analysis, SPSS program was utilized to conduct two-way ANOVA.
The findings of the study were as follows:
First, concerning the effect of exposure to co-teaching, gender and academic year on receptive attitude in personal life, those who received co-teaching took a more positive attitude toward the disabled in personal life. There was no significant gap according to gender and academic year between those children and the others who weren't exposed to co-teaching, but the former was more positive when only one of the variables was taken into account. Even among the children exposed to co-teaching, the upper graders tended to treat disabled children in a more negative way.
Second, as to the effect of co-teaching, gender and academic year on receptive attitude in school life, the children who received co-teaching took a more favorable attitude to disabled children in school life. No significant intergroup difference was found according to gender and academic year in that regard, but interaction between gender and academic year made a significant difference to their receptive attitude in school life at the 0.1% level of significance. Specifically, the second, fifth, fourth and fifth graders were more receptive than the sixth graders.
Third, as for the influence of co-teaching, gender and academic year on receptive attitude in social life, the children who were exposed to co- teaching took a more receptive attitude toward disabled children in social life. There was no significant intergroup gap according to gender and academic year in that aspect, but co-teaching had a statistically significantly different effect on their attitude at the 0.1% level of significance. One noteworthy finding was that the third graders were more receptive than the other graders in social life.
Fourth, regarding the influence of co-teaching, gender and academic year on overall receptive attitude, the children who were exposed to co- teaching took a more favorable attitude toward disabled children in every regard including personal, school and social lives. It signified that co- teaching was one of effective teaching-learning methods to let nondisabled children share their lives with disabled children in a friendly manner. However, the upper graders were less receptive in general than the lower ones, which suggested that co-teaching should be better systemized and provided as early as possible.
In conclusion, the elementary school nondisabled children who were exposed to co-teaching had a more receptive attitude toward disabled children than the others who weren't, and that proved that co-teaching was one of teaching methods to correct nondisabled children's attitude toward disabled children to make a full-fledged inclusive education come true.
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