전남지역 장애유아 통합교육 실태 및 지원요구

Abstract

The purpose of this study was to provide basic information for the development of inclusive education, investigate the current status of inclusive education and needs of supports for young children with disabilities in public and private kindergartens in Jeonnam Province, Korea. In particular, the current levels of include education, the teachers' support needs, and the difference of request among education organizations were investigated. 75 kindergarten teachers were asked to complete the questionnaire. the data was analyzed using mean and percentage, average, and standard deviation. ANOVA was also conducted in order to compare among organizations. The conclusions based on the results of this study are as follows. First of all, it is necessary of teachers to supply training opportunities to improve their ability to instruct young children with disabilities. The general teacher are mostly in charge of inclusive education. but are in short experiences about children with disabilities. also, private kindergartens are similar situation. it is necessary to try to be fair in case of private kindergartens. In the second, it should be concentrated on developing inclusive education courses and distributing inclusive education materials to public and private kindergartens in fair. It has been improved free education rate of children with disabilities. but young children with disabilities in inclusive education are mostly educated by using general education courses and materials. it is urgent items. Thirdly, it should be established facilities and equipments for children with disabilities in fair between private and public organizations. also it should be yearly planned according to the number, character, and urgency of children regardless of public or private organizations. Finally, the teachers were found to have administrative and financial support needs such as assistant teachers, consultations from special classroom teachers, governmental guidelines form curriculum management, improved child-to-teacher ratios, expert help from psychological, speech, and physical therapists, and support centers with inclusive education teachers.