A Comparative Study of Teachers' Judgement in Korea and in the United States : On the Autistic Children's Undesirable Behaviors
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본 연구는 한국과 미국의 교사들이 자폐 아동들의 바람직하지 못한 행동에 대하여 어떤 특징적 판단을 하는가를 비교 연구하고자 하였다. 나아가 통합학급에서의 학습 요구에 대한 교사의 기대와 관계가 있는지를 비교하여 알아보고자 하였다. 연구의 대상은 통합 유치원 및 초등 저학년의 담당교사들로 하였다. 연구의 방법은 양국 간 교사들에 대하여 개별 인터뷰를 실시하였으며 질적 분석을 하였다. 연구결과 대상아동들의 행동과 자폐인식에 있어서 한국과 미국의 교사들은 서로 다른 태도를 보였다. 한국교사들은 자폐유·아동들의 성공적인 의사소통의 길은 친밀감이라고 생각하는 반면, 미국교사들은 의사소통 환경을 다양한 방법으로 변화시켜주어야 한다고 생각하였다. 이러한 차이는 사회문화적 관점에 따라 자폐를 보는 시각도 다르다는 것을 보여준다. 본 연구를 통하여 얻어진 가장 중요한 결론은 자폐 유·아동들을 교육적으로 지원할 때는 사회문화적 맥락의 관점에서 자폐를 해석하고 지원하여야 한다는 점이다.
Abstract
The current study will investigate how teachers in the United States and South Korea socially construct autism and interpret the behaviors of students labeled with autism, and how this relates to teachers’ expectations of learning needs in inclusive classroom settings. It also considers how these constructions are influenced by social norms and values and how they inform classroom practices and interactions with students(e.g., modes and manners of communication). For this project, We recruited only educators who had experience with students labeled with autism at preschool and elementary school levels in United States and in South Korea. In the United States, We interviewed 37 educators from one preschool and three elementary schools. In South Korea, We interviewed 33 Korean educators and conducted observations in 2 preschools and 7 elementary schools. In order to explore teachers’ construction of autism, We conducted in-depth interviews and participant observation. The data inductively, focusing on what the data indicated and seeking to discern patterns and dominant themes relating to this research questions. We analyzed the data based on the constant comparative method. In the United States, teachers find successful ways to communicate with children labeled with autism by changing the communicative environments in a variety of ways, whereas in South Korea, teachers accomplish successful communication by interacting closely with students. In both cases, these teachers are able to discover further competencies of students labeled with autism.
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