지적장애학생을 위한 특수교사의 안전교육 인식수준

Abstract

The purpose of this study was to provide basic information for making system of content for safety education of students with intellectual disabilities from preschool to high school through analysing special education teachers’ awareness level on safety education and comparing teachers’ awareness on the seven standards of school safety education and contents of safety education curriculum. For the purpose of this study, the researcher investigated and analysed the awareness level of 68 special teachers from special school and 149 special teacher from special classes for students with intellectual disabilities. The results of this study are as follows. First, special education teachers' perceived awareness level on safety accident and safety education was above ’high’ and teachers awareness level was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, assigned institution, and the location of school. Second, special education teachers' perceived awareness level on the seven standards of school safety education was above ‘midium’. Teachers awareness level was highest for teachers who have been working more than 20 years and lowest for teachers less than 5 years career and was highest for teachers of high school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, assigned institution, and the location of school. Third, special education teachers' perceived awareness level on the content of safety education was above ‘high’. Male teachers’ awareness level was higher than female teachers and was highest for teachers of middle school and lowest for teachers of preschool. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as assigned institution and the location of school. Fourth, special education teachers' perceived awareness level on the safety education curriculum was above ‘high’. Teachers awareness level was highest for teachers of elementary school and lowest for teachers of high school and was highest for teachers who working in metropolitan city and lowest for teachers who working in rural area. There were no significant difference in the perceived level of awareness among groups divided by teacher variables such as gender, the years of teaching, and assigned institution.