농촌지역 중학교 일반교사의 통합교육에 대한 인식 연구

Abstract

This research aimed at investigating middle school general teachers' awareness in a rural area, where a special class is installed, on the necessity of inclusive education, effect of inclusive education, operation and support of inclusive education, and suggesting the direction of inclusive education suitable for rural area and the task for successful inclusive education. Research objects were a total of 93 teachers, i.e. 29 male teachers and 64 female teachers in eight middle schools in the Jeonnam rural area, where a special class was installed, and the researcher collected the material in respect of necessity, effect, operation and support of inclusive education through questionnaire survey along with gender, age group, whether or not there was training related to special education, and the number of the students in the inclusive classes. Major research results are as follows. First, in respect of the awareness level on the necessity of inclusive education, most of the teachers considered that inclusive education is necessary, also, they responded their school conducts inclusive education well, and in respect of educational type for handicapped students, they mostly preferred part-time special classes. Second, in respect of the awareness on the effect of inclusive education, many teachers responded that it is helpful for both handicapped students and general students. Also, in respect of negative influence of inclusive education on handicapped students, there appeared to be statistically more in 'not much influenced' in the inclusive class of the students below 20, however in the inclusive class over 21 students, 'they felt inferior and their behavior became passive' appeared to be higher, therefore, there was a meaningful difference. Third, when investigating the awareness on the operation and support of inclusive education, the problem of general class appeared highest in 'handicapped students could be easily neglected, since there's no proper guidance for them'. Proper number of students per class for the efficient inclusive class operation is 16~20, i.e. the rate between handicapped students and general students appeared highest in 1:10 per class, in case of inclusive education. Handicapped students' degree of disability for inclusive education appeared highest in mild disabilities in general, also, meaningful difference appeared along with whether or not there was training related to special education, i.e. in case of the teachers with training experience displayed 'no relation to the degree of disabilities' relatively high, while the teachers with no training experience displayed mild disabilities high. Preferential support from an inclusive class teacher displayed a decrease in the number of general students wanted in each inclusive class. In respect of gender, male displayed the arrangement of special education professional (assistant) relatively high, while female displayed the decrease of the number of general students in each inclusive class high, there was statistically meaningful difference. Based on the above research results, the researcher suggests some points necessary to carry out within inclusive education for handicapped students successfully in the school field. First, in respect of operating inclusive education; presently there are too many students in inclusive classes, accordingly, many of the handicapped students are neglected without proper guidance. To complement this problem, it is necessary to adjust the number of students in each class by considering the degree of disabilities and the type of disabilities. Secondly, according to special educational statistics(2013), the number of teachers who have not completed training related to special education and inclusive education to manage inclusive classes still appeared around 60%. For successful inclusive education, better professional development of teachers and special education is required. For professional development, provision of various training opportunities and efficient teaching methods should be presented. Thirdly, also among the teachers in rural areas, teachers of small group classes showed statistically high positive awareness on inclusive education. Small sized schools have an advantage that a community including school parents can create communal learning culture centered within the school, not merely exchanging knowledge between teachers and students. Small schools in rural areas take a key role in balanced regional development, therefore, it is necessary to focus on 'saving the school', not 'unilateral merger according to economic logic'.