중학교 통합교육에서 교사, 학부모의 인식차이와 교사의 역할 및 협력교수에 대한 인식비교

Abstract

ABSTRACT

Recognition of integration among Middle school education teachers, and parents, in integrated institutions and difference on the their recognition and the actual state of teachers' roles and cooperative teaching in order

Yu Seong-Hwan Advisor : Prof. Nam-soon Kim, Ph.D Major in Special Education Graduate School of Education, Chosun University

This study investigated recognition of mainstreaming among middle school- education teachers, special education teachers, disabled students' parents, and non-disabled students' parents in mainstreamed institutions and their recognition and the actual state of teachers' roles and cooperative teaching in order to provide basic data for researches on desirable environment and cooperative teaching for successful mainstreaming. To do this, the following specific questions were set: 1. What differences are there in recognition of mainstreaming for disabled students and its educational effectiveness between general and special education teachers? 2. What differences are there in general recognition of mainstreaming for disabled students and recognition of its educational effectiveness between non- disabled students' parents and those of disabled students? 3. What differences are there in recognition of roles for disabled and non- disabled students in terms of mainstreaming and actual duty performance between general education and special education teachers? 4. What differences are there in recognition of actual cooperative teaching and in an ideal cooperative teaching model in terms of mainstreaming for disabled students between general education and special education teachers? 5. Is there any significant difference in an ideal cooperative teaching model for general education and special education teachers in terms of mainstreaming between disabled students' parents and those of non-disabled students? A survey was conducted with a total of 200 people, including 50 general education teachers, 50 special education teachers, 50 parents of non-disabled students, and 50 parents of disabled ones, in mainstreamed general education institutions, obtaining the following results. First, according to the comparative analysis of general recognition of mainstreaming for disabled students between early childhood education and special education teachers, general teachers showed higher recognition of mainstreaming than special education teachers in all parts ; as for differences in recognition of educational effectiveness of mainstreaming for students between general education and special education teachers, significant differences were found in the verbal area alone. Second, disabled students' parents all showed higher recognition of mainstreaming in general and of its educational effectiveness than those of non-disabled students. Third, as for differences in recognition of roles of general education and special education teachers for disabled and non-disabled students in mainstreaming, both groups showed high recognition of joint charge of most education for non-disabled ones. Special education teachers showed higher recognition of joint charge than general education teachers. As for differences in actual duty performance for disabled and non-disabled students in mainstreaming for students between general education and special education teachers, they showed higher recognition of general education teachers' roles in all areas of education for non-disabled students and of special education teachers' roles in all areas of education for disabled students. Fourth, according to the comparative analysis to see differences in recognition of actual cooperative teaching for mainstreaming between general education and special education teachers, both groups were actually performing the type of team teaching, along with the teacher-assistant type. As for differences in recognition of ideal cooperative teaching, both groups showed high recognition of team teaching and alternative teaching types for ideal cooperation and low recognition of the teacher-assistant type. Fifth, while both disabled students' parents and those of non-disabled ones showed the highest recognition of shift teaching as an ideal cooperative teaching model, the teacher-assistant type could actually be found.