통합보육 운영실태 및 효과에 대한 어린이집 원장의 의식과 관련변인

Abstract

Directors' perception on the operation status and effect of inclusive education and its related variables in nursery schools

Back-Seol Lee Advisor : Seunghee Lee, Ph.D. Major in Special Education Graduate School of Education, Chosun University

This research is about Director’s perception on the operation status and effect of inclusive education and its related variables in national, corporate, and private nursery school. Total number of 502 directors of various institutions participated in the research and among those 502 directors 283 directors (56.4%) gave their feedback Various methods such as frequency, percentage, standard deviation, ranking, and one way ANOVA (F variable) have been used respectively in order to analyze obtained data. This research tool is derived by modifying Lee Jeong Hwa (2002), Oh Mi Ok(2004), and (Lim Duk Ran(2005)’s questionnaires and consists of (3) sections. (A) basic elements (B) current operation status of inclusive education and (c) perception of inclusive educations effects. The results were as follows First, it’s educational right for disabled children to be accepted by a nursery school, and the reason that nursery schools don’t provide inclusive education is that they don’t have right program. The best operation of inclusive education is to apply it through whole educational program. The most needed parts of the inclusive education is teaching sociality to the disabled children. Specially trained teachers are required as well as 24 hours open facilities. The reasons which hinders inclusive education are insufficient number of trained teachers, low participation of the parents and in sufficient administrative and financial supports. In order to have successful inclusive education, improvements of quality and right attitude of teachers, finding severity and types of disabled childern, and physical environments are needed. As per the teachers training, types and characteristics of disability, correcting problematic behavior, and curing disabled children are needed. Second, regarding variables (types of foundation and having experience/inexperience of inclusive education) 4 sections of out 10 questions which deal the reason of accepting disabled children, understanding of special educational law of mandatory education of disabled person, and necessary training for inclusive education, both variables have similar answers. However, regarding 6 questions which deals the reason of not providing inclusive education, effective facility for disabled children, required teachers for inclusion, factors that hinders inclusion, and factors for a successful inclusion, two variables have different answers. Third, regarding effects of inclusive education, directors of nursery schools find that it gives positive effects to disabled children, normal children, and teachers. Forth, regarding variables (types of foundation and having experience/inexperience of inclusive education), types of foundation don’t affect the perception on effects of inclusive education, however having experience or inexperience of inclusion shows difference. Those who are providing inclusion and those who have no experience in inclusion have more positive understanding of inclusion than those who have previously experienced inclusive education.