자폐장애학생의 통합교육에 대한 일반교사와 특수교사의 인식 비교

Abstract

This study is to identify the perception of general and special teachers on inclusive education for the students with autistic disorder. For the purpose, we analysed their perception on advantages and disadvantages of inclusive education, their qualification as experts, philosophical and supportive matter according to various variables to identify the current condition of inclusive education of primary, secondary and high schools in Gwangju and present basic data for more practical and efficient inclusive education. The questions to be discussed based on the purposes above are presented as follows: First, is there any difference between perceptions of general and special teachers on inclusive education for students with autistic disorder? Second, is there any difference in perception of general teachers on inclusive education for students with autistic disorder according to different variables (gender, age, career, school grades, and size of class)? Third, is there any difference in perception of special teachers on inclusive education for students with autistic disorder according to different variables( age, career, school grades, size of class and the number of special students)? Fourth, is there any difference between perceptions of general and special teachers on inclusive education for students with autistic disorder according to different variables(age, career, and school grades)? This study interviewed 51 general teachers and 51 special ones who are in charge of the students with autistic disorder in Gwangju using a questionnaire, which was the revised version of the questionnaire on teachers' attitude on inclusion of special students in general class(Kim, Jae-Ran, 2002) based on STATIC(Scale Of Teachers' Attitude Toward Inclusive Classrooms). Based on the data collected, we obtained response frequency according to variables of groups of teachers and through t-test and F-test, we compared their perceptions according to different variables. For comparison between teachers' groups, we used the two-way ANOVA to find a significant difference. The results are presented based on the questions discussed as follows: First, when the perceptions between general and special teachers on inclusive education for the students with autistic disorder were compared, the latter showed less negative response on issues on qualification, philosophy, support than the former. In particular, in the perception on qualification as experts, there was the most significant difference between the two. Second, the perception of general teachers on inclusive education for students with autistic disorder showed no statistically significant difference according to gender, educational career, school grades and size of class while it showed a significance according to age. The general teachers in twenties showed less negative perception on advantages of inclusive education such as sociability, learning ability, and improved self-esteem than those whose age is above 40. Third, the perception of special teachers on inclusive education for the students with autistic disorder showed no statistically significant difference according to the number of the students while it showed a significant difference according to age, educational career and school grades. The special teachers in twenties showed less negative perception on advantages of inclusive education such as sociability, learning ability, and improved self-esteem than those in thirties. The special teachers whose educational career is less than five years showed less negative perception on inclusive education than those whose career is more than 6-10 years. The primary school special teachers were less negative than secondary and high school special teachers. When special teachers were compared with general teachers, the finding that general teachers in twenties had no statistically significant difference in the perception of inclusive education in comparison with general teachers whose ages are above 40 was different from that of special teachers. Fourth, there was a statistically significant difference between the perceptions of general and special teachers on inclusive education for the students with autistic disorder, but no significant difference in interaction. The teachers in twenties or thirties showed less negative attitude on the inclusive education than those in forties. However, according to educational career and school grades, there was a statistically significant difference between groups of teachers while there was no significant difference between them in educational career, school grades and interaction. That is, irregardless of educational career and school grades, the groups of special teachers showed less negative attitude than general teachers.