The Effects of Inclusion on the Self-Esteem of Students with Learning Disabilities
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본 연구는 일반학교의 완전통합교육환경에서 교육받고 있는 학습장애 학생들이 느끼는 자존감 (Self-Esteem)과 부분적 통합교육환경에서 교육받고 있는 학습장애 학생들의 자존감 (Self-Esteem)을 비교하는데 목적이 있다. 이 두 그룹간의 차이를 알아보기 위한 검사도구로는 Coopersmith Self-Esteem Inventory와 Pier-Harris Self-Concept Scale이 사용되었다. 미국 오클라호마주 초등학교에 다니는 8세에서 12세까지의 30여명의 학습장애 학생들이 본 연구에 참여하였다. 데이터는 "t-test" 와 "two-way factorial analysis of variance with repeated measure"를 통해 분석하였다. 본 연구의 결과에서는 일반학교의 완전 통합교육환경에서 교육받고 있는 학습장애 학생들이 느끼는 자존감 (Self-Esteem)과 부분적 통합교육환경에서 교육받고 있는 학습장애 학생들의 자존감 (Self-Esteem)사이에 유의미한 차이를 발견하지 못하였다.
Abstract
This study was to determine whether students with learning disabilities who receive all their instruction in regular education would receive significantly higher self-esteem scores than students who receive education service from special education settings. The instruments employed were the Coopersmith Self-Esteem Inventory and the Pier-Harris Self-Concept Scale in order to determine any significant differences in self-esteem between the two groups. The participants identified and classified as learning disability were 30 students ages 8-12. The participant were from public schools in the northern region of Oklahoma. Data were analyzed through descriptive statistics, t-test, and two-way factorial analysis of variance with repeated measure. The results suggest that there is no difference between full inclusion group and partial inclusion group in terms of students' self-esteem.
참고문헌 (19)
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