통합교육에 필요한 장애유아 적응기술에 대한 특수교사와 일반교사의 인식비교

Abstract

The present study examined the perceptions of special education teachers and general education teachers on the adaptive skills required for the inclusive education of children with disabilities. By comparing the perceptions of both groups according to teacher variables, this study aimed to help educators achieve inclusive education for children with disabilities. This study accomplished this aim by asking the following research questions. First, what are the adaptive skills required from special education and general education teachers for the inclusive education of children with disabilities? Second, how do special education and general education teachers perceive adaptive skills required for the inclusive education of children with disabilities, according to teacher variables (age, career length, experience in inclusive classrooms, number of special education training hours)? Third, how do the perceptions of the importance of adaptive skills differ between the two groups? Fourth, how do these perceptions of the importance of adaptive skills differ according to the same teacher variables? The study surveyed special education and general education teachers currently working in public kindergartens throughout the country, including Busan Metropolitan City, South Jeolla Province, and Gwangju Metropolitan City. In-person surveys were replaced with an online survey distributed through a Naver Form because of the ongoing COVID-19 pandemic. Out of 179 total respondents (66 special education teachers and 113 general education teachers), 13 responses were excluded from the study because of respondent negligence. This study collated 60 responses from special education teachers and 60 responses from general education teachers and analyzed the responses using the statistical software SPSS/WIN 21.0. The results of this study are as follows. First, there was no statistically significant difference between the perceptions of special education and general education teachers on the general importance of adaptive skills. However, general education teachers tended to assign greater importance to the subdomain of “community use” compared to special education teachers. Second, there were no differences in perception based on the aforementioned teacher variables. Third, considering the differences in how both groups perceived the adaptive skills required for the inclusive education of children with disabilities, both groups rated the subdomain priorities from first to fifth place: self-care, communication, social skills, community use, and self-direction. Both groups also recognized self-care as the most crucial adaptive skill in inclusive education while considering self-direction as relatively lower. Moreover, a survey of differences in perception concerning teacher variables showed a statistically significant difference in terms of self-care in relation to the number of inclusive education training hours. The survey results also found that age and inclusive classroom experience were found to be correlated to statistically significant differences in the perception of self-direction. However, perceptions toward community use, communication, and social skills were found to have no statistically significant difference in all groups.