장애학생의 사회적 참여 유형에 대한 통합학급 교사용 평가 척도의 타당화 연구
Validation of an Inventory for Inclusive Class Teachers on Social Participation of the Disabled Students
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초록
통합학급 장애학생의 사회적 참여에 대하여 통합학급 교사용 평가 척도의 활용 가능성을 확인하고, 국내 통합학급에서 장애학생들의 사회적 참여 정도를 알아보고자 하였다. 본 연구는 통합학급 담임교사들로서 대구광역시와 강원도 내 초·중·고등학교 통합학급 담임교사 183명을 대상으로 하였다. 통합학급 장애학생의 사회적 참여에 대한 교사용 척도는 매우 신뢰롭고 타당한 도구임이 확인되었으며, 장애학생들의 사회적 참여는 대체로 양호한 것으로 나타났다. 특히 장애학생과 비장애학생의 부정적 상호작용은 매우 낮은 것으로 나타났으며, 긍정적 상호작용과 동료로부터의 수용 그리고 자아인식은 양호한 것으로 나타났다. 또한 장애학생의 사회적 참여는 장애유형에 따라 차이를 보였으며, 장애학생의 의사소통 능력 및 외적 특성에 따라서도 차이를 보이는 것으로 나타났다.
Abstract
This study set out to investigate the possibility of using an inventory for inclusive class teachers on social participation of the disabled students in inclusive education and the degree of the disabled students’ social participation in inclusive class in Korea. The subjects include the disabled students and their homeroom teachers from 183 inclusive classes in elementary, middle and high school across Daegu Metropolitan City and Gangwon Province. The research tool adopted for the study was the SPQ(Social Participation Questionnaire) developed by Koster et al. According to the research findings, the teachers’ inventory on social participation of the disabled students in inclusive class was a highly reliable and valid tool. The disabled students were overall good with their social participation. Especially the degree of negative interactions between disabled and non－disabled students was very low. The disabled students were in a satisfactory level of positive interaction, acceptance by peers, and self－perception. Furthermore, social participation of the disabled students varied according to the types of disability, communication skills, and external characteristics.
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