자폐성장애학생 통합교육에 대한 일반학생 인식의 정도 및 관련변인

Abstract

This study is a research study that was conducted to look into the degree of general students’ perceptions on inclusive education of students with autistic disorder and differences according to the related variables. It targets the general students who have received inclusive education with autistic students in the schools having a special class among the elementary, middle, and high schools in Jeollanamdo(that is, autistic students’ classmates in their inclusive class). According to the statistics in early 2014, Jeollanamdo has 63 elementary, 21 middle, and 16 high schools(100 schools in total) having an inclusive class with autistic students. From them, through convenience sampling, every 2 elementary, middle, and high schools were selected and total 106 questionnaires were distributed. 204 questionnaires(99%) out of them were returned, but only 184 questionnaires excepting 20 dishonest responses were used as the final analysis. The questionnaire of this research is comprised of ‘the basic information’ and ‘the perception on inclusive education with autistic students’ of general students. The basic information includes 6 basic information questions about general students(gender, grade, the relations of sibling, a family member or relation with a disability, inclusive class experience, autistic disorder understanding education). The perception on inclusive education with autistic students includes 15 questions in 3 sub-domains, and each question has 5-point rating scale(1, not at all; 2, generally not; 3, average; 4, usually so; 5, really so). The data gathered in this research was analyzed by research questions using the SPSS 17.0 program. In order to investigate the degree of general students’ perceptions on inclusive education of students with autistic disorder, the average and the standard deviation were calculated by questions, sub-domains and the total of ‘the perception on inclusive education with autistic students’ scale. F-test or t-test was conducted to see whether general students’ perceptions on inclusive education of students with autistic disorder is different or not according to the related variables(gender, grade, the relations of sibling, a family member or relation with a disability, inclusive class experience, autistic disorder understanding education). Also, when a result of F-test was statistically significant, Duncan was conducted. The results of this research are as follows. First, in the result of investigating the degree of general students’ perceptions on inclusive education of students with autistic disorder by questions, sub-domains, and the total. Second, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to the level of school had statistically significant difference in both the total(F=16.48, p.<05) and the 3 sub-domains(F=14.53, p.<05; F=13.6, p,05; F=13.27, p.<05). That is, overall, elementary school students’ perception(M=3.55) was higher than middle school students’(M=2.85) and high school students’(M=3.06). Third, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to gender had statistically significant difference in both the total(F=-3.93, p.<05) and the 3 sub-domains(F=2.07, p.<05; F=2.54, p,05; F=3.06, p.<05). That is, overall, female students’ perception(M=3.31) was higher than male students’(M=2.96). Fourth, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to the number of siblings did not have statistical difference in both the total and the 3 sub-domains. Fifth, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to a family member or relation with a disability did not have statistical difference in both the total and the 3 sub-domains. Sixth, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to inclusive class experience did not have statistical difference in both the total and the 3 sub-domains. Seventh, the degrees of general students’ perceptions on inclusive education of students with autistic disorder according to autistic disorder understanding education had statistically significant difference in both the total(F=5.62, p.<05) and the 3 sub-domains(F=4.97, p.<05; F=5.60, p,05; F=4.77, p.<05). That is, the perception of the group that had received autistic disorder understanding education(M=3.54) was higher than the perception of the group that had not received the education(M=2.92). Through comparing the perceptions of general students in each class receiving inclusive education with autistic students in elementary, middle, and high school, these results can be the base data for the successful inclusive education of students with autistic disorder who have difficulty with the inclusive education in their general class because of heterogeneous behavior. Moreover, through the specific research using several variables, the results can help general students change their perceptions.