통합교육에 대한 교장의 인식분석

Abstract

ABSTRACT

An Analysis of Principals′Recognition of Integrated Education

by Hyo-Ju Kim Advisor: Prof. Nam-Soon Kim Major in Special Education Graduate School of Education, Chosun University

The role of a principal, the manager of a school, is vital for successful operation of integrated education. Thus, this study aims to analyze how principals of middle and high school recognize integrated education, and thus seek the desirable direction of integrated education for disabled students in terms of school managers. To this end, a survey was conducted among principals of 127 middle and high schools which include special classes in Gwangju and Jeonnam regions, and questionnaires from 102 of them(80.3%) were collected and examined. Specific study issues are as follows: First, to what extent do middle and high school principals understand laws related to integrated education? Second, to what extent do middle and high school principals recognize advantages of integrated education? Third, to what extent do middle and high school principals recognize factors to hinder the realization of integrated education? Fourth, to what extent do middle and high school principals recognize the factors of successful integrated education? To solve the problems above, the study results were statistically analyzed by means of SPSS WIN 15.0 Program Package. The study results are as follows: First, it turned out that as to understanding of laws related to integrated education for disabled children, such factors as gender, school type, experience of special education related training courses(60 hrs+), and experience of teaching an integrated class consisting of disabled students(1 year+) made no statistically meaningful difference, but legal understanding of integrated education was relatively high in general. As to the sub-item that not the teacher of the special class but the homeroom teacher of the class has the substantial responsibility of integrated education, only 54.9% of the subjects knew it. Second, as to recognition of the advantages of integrated education, it turned out that they were recognizing the advantages positively in general. Among sub-items of advantages of integrated education, they recognized and accommodated the difference between normal and disabled children and factors facilitating social skills of disabled children, and above all, the fact that disabled children could observe and learn the behaviors of normal children. Besides, it turned out that integrated education of disabled children had positive effects not only on improvement of social skills but also academic achievement of normal children. Third, as to factors that hindered realization of integrated education, they recognized that there were many hindrances in general. Among sub-items of hindered realization of integrated education, especially, they recognized that the work and class hours per week that common teachers were in charge of were too excessive to prepare for integrated education. Thus, to complement such problems, assistant teachers should be arranged in each integrated class, and the administrative, financial support from the government is essential. Fourth, as to factors for successful integrated education, they recognized that support was required. Among the sub-items of factors for success, expansion of public facility for disabled students and establishment of cooperative system for common teachers, special teachers, circuit teachers, and supporting teachers were recognized as the most essential factors. Therefore, there should be a cooperative system that can facilitate active association and interaction among teachers.