The purpose of this study is to investigate the effect of education to improve the awareness of disability that contributes to the acceptance attitude of the disabled in the classroom, and to identify the difference in the influence according to the type of education program Based on the research re...
The purpose of this study is to investigate the effect of education to improve the awareness of disability that contributes to the acceptance attitude of the disabled in the classroom, and to identify the difference in the influence according to the type of education program Based on the research results, we intend to present the direction of education for the disabled in schools.
With informed consent, 169 students in grades 4 through 6 from ten elementary schools located in jinju were conducted using an online survey as an google questionnaire.
In addition, in order to measure the disability acceptance attitude of students formed through disability awareness-raising education, the measurement values derived from "Korean Youth Disability Measurement Estimates" by sujin Han and jiyeon Lee(2016) were used.
First, as a result of measuring the disability acceptance attitude of elementary school students in jinju, the average score including all emotional, cognitive, and behavioral factors was 3.86 points(5 point scale), which was above the average level.
Second, as a result of investigating whether control variable in demographic characteristics affects the attitude toward disability acceptance, it was found that female students showed slightly higher levels than male students and the higher the classes are, the higher the disability acceptance attitude are.(4th grade < 5th grade < 6th grade)
However, there was no statistically significant difference in both sex and grade. On the other hand, students with disabled friends in the same class, family members, and relatives with disabilities showed higher disability acceptance attitudes.
Third, as for the attitude toward disability acceptance according to the type of participation in the education for improving the perception of persons with disabilities, theory + experience education was the highest in the emotional element, and theory + experience + audio-visual education was the highest in the cognitive element. Lastly, the behavioral factor was found to be the highest in theory + experience education.
Fourth, as a result of analyzing the effect of the disability awareness improvement education effect on the disability acceptance attitude after controlling the demographic and sociological characteristics, it was found that audiovisual education had the greatest effect on the emotional element, and the cognitive and behavioral elements In the study, experiential education was found to have the greatest influence.
From the above results, it can be seen that the effect of disability awareness improvement education on disability acceptance attitude is positive, and it can be confirmed that the experiential education has the greatest effect among the disability awareness improvement education. In addition, in developing a program to improve disability acceptance attitude, it is necessary to change in two to three types of methods including theory, experience, and audio-visual education, rather than proceeding as a single education. If you want to increase the emotional element of disability acceptance attitude, experience and theory education is mainly focused on audio-visual education, and if you want to increase cognitive and behavioral elements, theory and audio-visual education centering on experiential education will be effective.
The purpose of this study is to investigate the effect of education to improve the awareness of disability that contributes to the acceptance attitude of the disabled in the classroom, and to identify the difference in the influence according to the type of education program Based on the research results, we intend to present the direction of education for the disabled in schools.
With informed consent, 169 students in grades 4 through 6 from ten elementary schools located in jinju were conducted using an online survey as an google questionnaire.
In addition, in order to measure the disability acceptance attitude of students formed through disability awareness-raising education, the measurement values derived from "Korean Youth Disability Measurement Estimates" by sujin Han and jiyeon Lee(2016) were used.
First, as a result of measuring the disability acceptance attitude of elementary school students in jinju, the average score including all emotional, cognitive, and behavioral factors was 3.86 points(5 point scale), which was above the average level.
Second, as a result of investigating whether control variable in demographic characteristics affects the attitude toward disability acceptance, it was found that female students showed slightly higher levels than male students and the higher the classes are, the higher the disability acceptance attitude are.(4th grade < 5th grade < 6th grade)
However, there was no statistically significant difference in both sex and grade. On the other hand, students with disabled friends in the same class, family members, and relatives with disabilities showed higher disability acceptance attitudes.
Third, as for the attitude toward disability acceptance according to the type of participation in the education for improving the perception of persons with disabilities, theory + experience education was the highest in the emotional element, and theory + experience + audio-visual education was the highest in the cognitive element. Lastly, the behavioral factor was found to be the highest in theory + experience education.
Fourth, as a result of analyzing the effect of the disability awareness improvement education effect on the disability acceptance attitude after controlling the demographic and sociological characteristics, it was found that audiovisual education had the greatest effect on the emotional element, and the cognitive and behavioral elements In the study, experiential education was found to have the greatest influence.
From the above results, it can be seen that the effect of disability awareness improvement education on disability acceptance attitude is positive, and it can be confirmed that the experiential education has the greatest effect among the disability awareness improvement education. In addition, in developing a program to improve disability acceptance attitude, it is necessary to change in two to three types of methods including theory, experience, and audio-visual education, rather than proceeding as a single education. If you want to increase the emotional element of disability acceptance attitude, experience and theory education is mainly focused on audio-visual education, and if you want to increase cognitive and behavioral elements, theory and audio-visual education centering on experiential education will be effective.
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