중⋅고등학교 특수교사의 통합학급 비장애학생 대상 장애이해교육 실행 경험과 인식

Abstract

[Purpose] This study aimed to explore the experience and perception of special education teachers in middle and high schools regarding disability awareness education for students in inclusive classes and to seek ways to promote and improve the effectiveness of disability awareness education in inclusive schools. [Method] 10 special education teachers in inclusive middle and high schools were selected as research participants, and data were collected through four individual interviews and two focus group interviews. Interview data were analyzed using a continuous comparative analysis method, and efforts were made to ensure validity and reliability in the analysis process. [Results] The analysis of the data resulted in a total of five major themes and 13 sub themes, and the main research results are as follows: (1) the meaning and purpose of disability awareness education for inclusive classes, (2) the content and methods of disability awareness education for inclusive classes, (3) the positive outcomes of disability awareness education for inclusive classes, (4) the difficulties of implementing disability awareness education for inclusive classes, and (5) ways to promote disability awareness education for inclusive classes. [Conclusion] With regard to disability awareness education for inclusive classes in middle and high schools, the study presented discussions on promoting cooperation among school members, establishing a basis for continuous and regular implementation of disability education, teachers’ perspectives and values related to disabilities, and improving the expertise of special education teachers in disability awareness education.