장애이해교육에 대한 고등학교 일반교사의 인식

Abstract

This research tries to investigate general teachers’ recognition of the disability awareness education and current state of its implementation targeting general teachers in high school and to provide basic data for remedies of the disability awareness education, For this, it conducted the following studies. First, targeting general teachers, it investigates the current state of implementing disability awareness education carried out by school according to variables(having or not the special class according to the form of establishment, teaching experience, having or not the experience of taking charge of the integrated class, taking courses related with special education, and experience of training). Second, targeting general teachers, it investigates the difference of general teachers’ recognition of the disability awareness education carried out by school according to variables(having or not the special class according to the form of establishment, teaching experience, having or not the experience of taking charge of the integrated class, taking courses related with special education, and experience of training). Third, targeting general teachers, it investigates remedies for the disability awareness education carried out by school according to variables(having or not the special class, teaching experience, having or not the experience of taking charge of the integrated class, taking courses related with special education, and experience of training). For this, with 200 teachers working at 20 high schools, it used a questionnaire reconstructed based on the questionnaire used by a pilot study. To examine the difference in the current implementation and the improvements of disability awareness education, it conducted a cross analysis, which is the verification of difference between groups. To investigate the difference of recognition of the disability awareness education, it used t-test and one way ANOVA, and Scheffe method for post hoc; and statistics were analyzed using a SPSSWIN 18.0 program. The obtained results are as follows: First, disability awareness education is generally implemented; it is implemented once every semester in the beginning of the semester; and it is implemented for better awareness of the students with disability. Response reactivity of the current implementation of disability awareness education was higher in teachers that have experience of taking charge of the special class in the general school or integrated class or experience of training related with special education. Second, recognition of disability awareness education also appeared significantly higher in the teachers’ recognition in schools with special class. Third, disability awareness education should be implemented continuously; once every semester as it is now is generally proper; it should provide chances to contact with disabled children through mock experience; and it should reflect disability awareness education in curriculum and the education should be continuously carried out in curriculum. In conclusion, the general high school teachers did not have different recognition of disability awareness education according to teaching experience, but the recognition of disability awareness education of the teachers in the schools with special class, teachers of taking charge of integrated class, teachers of taking courses related with special education, or teachers of training experience showed significantly higher. In addition, general teachers fully understand the necessity of disability awareness education, but as there is no special class in reality, as they have few chance to contact with the disabled students, as school managers and teachers’ interest is low, and as it is difficult to run education time due to the school schedule, disability awareness education carried out in school is implemented formally. To improve these, we should promote attention and professionalism for disability awareness education through school managers’ interest and cooperation and general teachers’ continued autonomous training. In addition, various forms of education should be conducted continually, including administrative support that can reduce the burden of duty that general high school teachers feel heavily, development of mock experience programs that can do with disabled students practically, and arranging it as a curriculum.