통합교육 방해요인에 대한 연구

Abstract

A Study on the Obstacle Factor against Inclusion Education

by Youn-Kyoung Jeon Advisor : Prof. Nam-Soon Kim Major in Special Education Graduate School of Education, Chosun University

The trend of current special education in Korea is pursuing inclusion education for the handicapped with special educational needs irregardless of types or degrees of disabilities like normal students, not a simple physical education for them of the handicapped. One of the important factors to realize successful inclusion education is perception and attitude of general teachers and in particular, it is important to figure out what is an obstacle to inclusion education and to find out a countermeasure. General teachers are positive in ideals and philosophical concepts, but they are still unfamiliar with real situation and consider it as a liability. Therefore, this study classifies domestic masters' and doctoral theses according to trends, organizes general trends of obstacle factor against inclusion education and identifies countermeasures to overcome the obstacle and factors that should be improved for the handicapped, aiming at developing a successful inclusion education plan. The results of the study are presented as follows: First, there are a variety of theses on obstacles against inclusion education in 2002s, beginning in 1990s. In particular, the subjects and how to study in current studies are more diversified compared to those of the past, and studies on the obstacle which was just part of inclusion education have been expanded. Second, as a result of analysing them according to research periods, most of the studies needed one or two months and as the studies which needed more than three months chose qualitative study such as personal interview, they needed more time compared to others. According to the results of analysing the test tools, four studies used existing test tools while 10 developed them for themselves. Third, the results of analysing test methods show that 2 theses used reliability, 11 used frequency analysis, 10 used t-test, and 9 used ANOVA, which indicates that frequency analysis and difference test were basically used for most of the theses used frequency. For regression analysis, they used regression analysis and general linear regression analysis. Others included χ-test, correlation analysis and ratio analysis. Fourth, obstacles against inclusion education in 1990s were insufficient attention to inclusion education and deficit in professionalism of general teachers. In 2000s, they were excessive number of students and task per teacher. The obstacles against inclusion education in 2000s were imperfect preparation by teachers and excessive number of students a class. Studies on inclusion education in 1990s reported that the obstacles were negative attitude to the young children with handicap, less legal and institutional regulations, less training on the education for the young children with handicap, and less service and support for the special education. In 2000s, negative attitude to the young children with handicap was the biggest obstacle. Through the results of this study, main factors drawn as obstacle factors in studies on them in 1990s and 2000s were confirmed. The results were presented as follows: 13 cases of negative perception on the handicap, 10 cases of less professionalism of the general teachers, 9 cases of less attention to inclusion education, 5 cases of less information and facilities, 4 cases of administrative and financial support and 4 cases of excessive task imposed on teachers. Therefore, much attention should be paid to improving negative perception on the handicapped which is the biggest problem. As teachers have much difficulty in instruction of the young children with handicap due to less proper knowledge and preparation, they should be properly trained for inclusion education through prior education and present education on necessary attitude, ability and knowledge for successful inclusion education. And the number of students should be gradually decreased and the number of teachers who can deal with inclusion education should be increased as well.