일반중학교 학생들의 통합교육 준비도 연구

Abstract

The purpose of the study was to gather basic information to settle down successful inclusive classes. In order to gather the baseline data, this study was to explore the perception on inclusive classes of non-handicapped students. The data was collected through surveys and various variables related to create inclusive classes were analyzed. The study was conducted in Gwang-ju educational district and several middle schools were selected. The middle schools covered boy's schools, girls' schools, and coeducational schools. 272 first grade students were selected by random sampling. The study investigated at the level of preference, learning, interaction, and cooperation on inclusive classes. Students varied by sex, family background with and without disabilities, whether taking the disability understanding education or not. They also varied by whether they had some experience of attending inclusive classes in elementary schools or not. The data was analyzed by SPSS 20.0. From this study, summary could be given as the following. First, the results of the study showed that as for sex, there was no significant difference. There was no big difference in preference, learning, interaction, and cooperation on inclusive classes at the level of sex. Most un-handicapped students generally took an equivocal position on matters of perception of inclusive classes. Second, there appear to be no significant differences whether they had some experience of attending the inclusive classes in elementary schools or not. It was an unexpected result, but as for preparation, there appear higher figures than the other variables. Third, there were significant differences at the level of the family and neighborhood background with and without disabilities. It is revealed that the students who had a family or neighborhood with disabilities around them accepted more positive attitudes toward inclusive classes than those who didn't have any family or neighborhood with disabilities. Especially, there was a large difference in participation level. It seemed that they gained sympathy naturally through those chances that they contacted with someone with disabilities. Forth, there were significant differences as for whether taking disability understanding education or not. The students who had an experience of taking disability understanding education showed more positive attitudes toward inclusive classes than those who didn't have. Especially, there was a large difference in participation level. From this result, we can estimate that disability understanding education is most important to settle down the inclusive classes successfully. Therefore, we can conclude that developing the educational materials about disability understanding education is critical to create successful inclusive classes. In addition to, teachers' faithful guidance has to be preceded to settle down inclusive classes successfully.