초등학교 통합학급에서 정신지체아동에 대한 일반아동의 인식 및 태도 비교연구

Abstract

ABSTRACT

The elementary student's Attitudes for children with mental Retardation in inclusive classroom

by Kim In-Ah Advisor : Prof. Jeong-youn Kim, Ph.D Major in special Education Graduate School of Education, Chosun University

The individuality of every person in this world should be respected and diversity is recognized as unique in a variety of colors per frame where they can be reconciled, it is a way forward for integrated education. Integrated education children and normal children with disabilities living together, and by learning to understand each other without prejudice to mutual cooperation can foster a sense of community is the best environment. In this study, elementary inclusive classes common in children with intellectual disabilities in children and Attitude toward the integration of experience or gender, according to grade level by analyzing the field of education in the integrated education status according to the effective integration direction of education, there is purpose to present. The subjects of this study in Jeonju, Jeollabuk-do normal children in integrated classes are organized in the sum and distressed children were enrolled in regular classes. The fellowship area of ​​research tools, study area, living area divided into a total of 25 questions questionnaire was composed of collected data, using the IBM SPSS 19.0 statistics were performed on this. Depending on the results obtained in this study the following conclusions are drawn. First, the general experience in integrated classes for children with intellectual disabilities based on the perceptions and attitudes about children, there were differences between normal children who have integrated classes have no experience in integrated classrooms than in normal children had more positive perceptions and attitudes. These results, and general child care for children with disabilities can be different from me There is now the concern of others in mind for children with disabilities showed positive perceptions and attitudes can be said. Thus, the common integrated classes for children and children with disabilities who can help you understand the raised position gives, to eliminate the prejudice against children with disabilities have the opportunity to expand inclusive education in elementary school, so it is desirable to conduct. Second, the integration of the children experienced gender perceptions and attitudes about children with intellectual disabilities did not show a significant difference. These results in light of previous studies, it can be said that not inconsistent. Therefore, children with disabilities of gender variables on the Attitude to be crucial because the attitude to accept in-depth research is needed on this. Third, the integration of the children who have children with intellectual disabilities in grades according to the perceptions and attitude, there were differences between the 5th and 6th grade school children with disabilities than the fourth grade students had more positive perceptions and attitudes. In other words, the higher the grade the various broadcast programs relating to persons with disabilities and related information if you are new to or lower grades compared to the many, so for them climb to the higher grade, changed attitudes can be seen. Forward for the disorder negative perceptions and prejudices in order to switch the normal children and children with disabilities between the true friendship and interaction to occur a variety of programs be provided, and the average child more systematic and wide to provide children with disabilities Program for Understanding should be developed. In addition, children with disabilities integrated into regular classroom interaction techniques, such as when the social skills needed for further research is required, for children with a negative attitude into a positive attitude to switch from an early age as possible, integrated educational opportunities should be provided. And for children with intellectual disabilities of the children in the study of perceptions and attitudes of the various independent variables and parameters of other variables to analyze the relationship may be needed follow-up studies.