통합교육 질 지표에 기초한 특수교육교사의 통합교육 인식수준

Abstract

ABSTRACT

The Perception Level of Inclusive Education Among Special Education Teachers Based on the Quality Indicators of Inclusive Education

An Byung-Joo Advisor : Prof. Kim Nam-Soon, Ph.D. Department of Special Education, Graduate School of Chosun University

The purpose of the study was to investigate the perception level of special education teachers about inclusive education based on quality indicators of inclusive education. In this study, research questions were formulated as follows: First, what is the perception level of special education teachers about inclusive education? Second, are there differences in the perception level of special education teachers about the quality indicators of inclusive education in terms of gender, age, educational career, experience in special school, and area of work, respectively? A total of 239 teachers participated in this study by responding to a survey. The survey was originally developed and verified by Park Seung-hee te al (2012). The quality indicators consisted of six areas, including school administrators, special educators, regular educators, parents, students and support personnel. Each item was rated using a five-point Likert scale from 1 (very low) to 5 (very high). Data were collected for about three weeks from March 17 to April 4, 2014. Data were analyzed using paired t-tests and one-way ANOVA with SPSSWIN version 18.0. The major findings of this study were as follows: Overall, the perception level of special education teachers about the quality indicators of inclusive education was low. The mean ratings for each area were 3.19 for school administrators, 3.85 for special educators, 3.23 for regular educators, 3.52 for parents, 3.89 for students, and 3.54 for support personnel. There was a statistical difference between male and female teachers in the area of school administrators, but not in the other areas. Male teachers were found to be higher in the area than female teachers. There was a statistical difference in the perception level of quality indicators in the area of parents in terms of the age level of the participants. The younger teachers were found to be higher in the area of parents than the older teachers. There was a statistical difference in the area of special educators, but not the other five areas, in terms of the years' teaching experiences. The teachers with more than 10 years' teaching experiences were found to be higher in the perception of special educators than those with less than or equal to 10 years' teaching experiences. There was a statistical difference in the perception level of regular educators, students, and support personnel, respectively, but not in the other three areas, in terms of the current school of the participants. For example, elementary school teachers were found to be higher in the perception level of support personnel than high school teachers. There was a statistical difference in the perception level of special educators, regular educators and support personnel, repectively, but not in the other three areas, in terms of the types of working location. Teachers in the rural areas were found to be higher in the perception of regular educators than those in the city areas. These findings imply the following: First, it is necessary to suggest improvements by further investigating Quality Indicators of many human resources related to inclusive education. Second, it is necessary to have in-depth analysis on difference in the perception level of the areas related to years' teaching experiences and differences in terms of working area etc. which were not exactly explored in this study. Third, it is necessary to provide more opportunities to learn social technology in the preservice education which can draw cooperative relationships with persons related to special education in the aspect of strengthening capacities of teachers in special school.