초등학교 아동들의 장애아동에 대한 수용태도 비교 연구

Abstract

ABSTRACT A Comparative Study on the Acceptance Attitude of Elementary School Students to Children with Disabilities Cho hyeon-bog Advisor : Prof. Kim, Nam-soon Major in Special Education Graduate School of Education, Chosun University This study aims to identify the acceptance attitude of elementary school students to children with disabilities. And it analyses what difference there is in variables such as attendance to special class, experience of integrate education, grade (medium grade or higher grade), and sex and presents the results as basic data for integrated education. This study targeted normal children from 10 elementary schools with special class in Jeollanamdo and the province was categorized into east, west, north and south for even selection of all the areas. This study interviewed normal students of the school with special class and those from integrated class according to grade(Grade 3 to Grade 6) and sex using a questionnaire. The questionnaire was sent on mail attached by the envelop for return. A total of 320 copies of questionnaire were distributed of which 306 were returned (95.63% of return rate). Of those, 286 copies were analysed except 20 whose answers were not sincere. We adjusted the adjective-scale questionnaire developed by Kim Jeong-Hyo(1990) to our study through consultation from my advisor and ten teachers of integrated education based on books and previous studies on integrated education. For statistical data, we carried a frequency test using SPSS and a chi test to identify difference in each variable. To identify the acceptance in definitive aspect, we classified adjectives used according to academic behaviors, physical attitude, social behaviors and emotion of children with disabilities. The results of this study are presented as follows: First, normal children who were in normal class showed more positive acceptable attitudes in ⅵ academic attitudes, physical attitude, social behaviors and emotion than normal children who were in special class. In particular, for social behaviors, 54.6% of normal children who were

not special class showed positive attitude to boys with disabilities and 57.7% showed positive attitude to girls with disabilities. The significance probability to boys with disabilities was .006 and that to that with disabilities was .005. Considering the results, this study found that normal children who were not in special class showed more positive attitude than those who were in special class. Second, in a search to identify the effect of past experience of integrated class of normal children on acceptance of children with disabilities, we found that normal children who has no experience of integrated class in respect to academic behaviors showed more positive attitude. In particular, to girls with disabilities, positiveness of normal children with experience of integrated education was 14.6% and that of the children without integrated education was 28.1%, which showed significant difference. That is, the children who had no experience of integrated education had higher acceptance. However, for social behaviors, the children with integrated education showed 55.0% of positiveness to girls with disabilities while those without integrated education showed 41.5%. The significance probability was .023. Considering the results, normal children showed low acceptance to children with disabilities in academic behaviors while they showed positive attitude in social behaviors based on experience of integrated education. Third, in respect to the acceptance of normal children toward children with disabilities according to grade, children in medium grade showed positive attitude in physical attitudes while those in higher grade showed positive attitude in social behaviors or emotion, which was not significant. In consideration of the results, grade does not have significant influence on acceptance to children with disabilities. To enhance living quality of those with disabilities and achieve maximum education effect through successful integrated education, we should provide more opportunities to have integrated education with children with disabilities for normal children. Based on the experience, normal children will come to realize positive interaction is important with the children with disabilities. Through training of integrated class teachers, perception of normal children with disabilities should be enhanced and educational environment should be improved ⅶ for students with disabilities. Therefore, for integrated education in which social perception and educational conditions are ripe, normal students, teachers of integrated class, special teachers, normal teachers, and administrators should cooperate together and mental, financial and administrative supports should be sufficiently arranged.