협력교수를 통한 통합교육 프로그램이 중도-중복장애학생에 대한 일반중학생의 태도에 미치는 영향

Abstract

This study aimed to find regular middle school students' attitudes toward students with severe and multiple disabilities of program for inclusive education through team cooperative between general teachers and special education teachers. Two similar sample classes are picked from 1st grade to 3rd grade of E middle school for students with physically challenged and W middle school in Gwangju. One experimental class has taken part in program for inclusive education. The other control class has not taken part in program for inclusive education. This study was carried out pretest, intervention and posttest. The Program was performed for 7 periods after pretest by two teachers in charge of optional activity classes. The Acceptance Scale developed by Voelte( 1980,1982) and The Activity Preference Scale and The Adjective Scale developed by Siperstein (1980) were used for this study. In order to compare differences in The Acceptance Scale and The Activity Preference Scale and The Adjective Scale between the experimental and comparative groups, the data analysis had been carried out with ANCOVA. The results of this study are as follows: First, regular middle school students' acceptance attitudes toward handicapped were significantly changed after the practical application of the program for inclusive education through cooperative teaching between general teachers and special education teachers. Second, regular middle school students' activity preference attitudes toward handicapped were positively changed after the practical application of the program for inclusive education through cooperative teaching between general teachers and special education teachers. Third, regular middle school students' perception toward handicapped were significantly changed after the practical application of the program for inclusive education through cooperative teaching between general teachers and special education teachers. There were some difficulties when inclusive education was carried out between regular middle school students and students with severe and multiple disabilities. They were negative preconception and short comprehensions to the students with severe and multiple disabilities. Thus, the results in the present study show that it is important to practice program for inclusive education through cooperative teaching between general teachers and special education teachers for regular middle school students' attitudes toward students with severe and multiple disabilities. And this study suggests that cooperative teaching between general teachers and special education teachers has to be carried out actively to improve participation of students with severe and multiple disabilities in inclusive education.