본문 바로가기
KERD
논문KCI 등재

초등학교 교사의 청각장애 인식과 통합교육 태도의 관계 연구

A Study on the Relations between Elementary School Teachers' Perceptions and Attitudes toward Inclusive Education of Hearing Impairment

0

조회

0

다운로드

10

인용

0

참고문헌

키워드

초록

본 연구는 청각장애에 대한 인식과 통합교육에 대한 태도를 알아보기 위하여 288명의 초등학교 교사들을 대상으로 연구를 수행하였다. 청각장애에 대한 인식은 Berkay 등(1995)이 개발한 농인에 대한 인식 척도를 활용하였으며, 통합교육에 대한 태도는 Cochran(1999)이 개발한 통합교육에 대한 태도 척도를 활용하였다. 연구 결과에 따른 결론을 제시하면 다음과 같다. 첫째, 초등학교 교사들이 갖고 있는 청각장애인에 대한 태도는 매우 부정적이었으며, 특히 학문적 발달과 직업 선택 및 승진 등에 대하여 매우 부정적 인식을 보였다. 둘째, 청각장애아동의 통합교육에 대하여 초등학교 교사들은 매우 부정적 태도를 보였으며, 이러한 태도는 교사의 배경변인 중 교직 및 통합교육 경력과 연수 이수 정도에 따라 차이가 있는 것으로 나타났으며, 연수 이수 시간 많은 교사들이 청각장애아동의 통합교육에 대하여 보다 부정적 태도를 보이는 것으로 나타났다. 셋째, 청각장애아동에 대한 인식과 통합교육의 이점 및 철학과는 밀접한 관련이 있었으나 통합된 청각장애아동에 대한 지도 자신감과는 무관한 것으로 제시되었다.

Abstract

Under the goal of investigating perceptions of hearing impairment and attitudes towards inclusive education among elementary school teachers, this study took a survey among 288 elementary school teachers. The Inventory of Perceptions of Deaf People by Berkay et al.(1995) and the Inventory of Attitudes toward Inclusive Education by Cochran(1999) were employed to measure the subjects' perceptions of hearing impairment and attitudes toward inclusive education, respectively. The research findings led to the following conclusions: First, the elementary school teachers had a very negative attitude toward people with hearing impairment and a very negative perception of them in regard with academic development, vocational choice, and promotion. Secondly, the teachers demonstrated a very negative attitude toward inclusive education including students with hearing impairment, and attitude differences were observed according to years of teaching and inclusive education and in-service training among their background variables. Those who received many hours of in-service training showed more negative attitudes toward inclusive education for students with hearing impairment. And finally, the teachers' perceptions of children with hearing impairment were closely related with the advantages and philosophy of inclusive education and had nothing to do with their confidence in teaching children with hearing impairment.

참고문헌 (50)

  1. 강경숙, "장애학생의 일반초등학교 통합을 위한 관련 변인 간 관계 모형 개발 및 검증", 박사, pp.2006
  2. 강병서, "한글 SPSS 12K 사회과학 통계 분석" (2006), SPSS 아카데미
  3. 김계수, "구조방정식 모형분석" (2007), 한나래
  4. 김자경, "특수학급교사의 탈진감에 관한 연구", 특수교육학연구, 41(3), pp.321~334 (2006), 한국특수교육학회
  5. 교육과학기술부, "2008 특수교육통계", 교육과학기술부, ~ (2008)
  6. 고지민, "통합교육에 대한 교사의 태도에 따른 통합학급 내 상호작용 특징 연구", 석사, pp.2001
  7. 김광석, "특수학급 아동의 통합교육에 대한 일반학급 교사의 태도", 석사, pp.2005
  8. 김대현, "교사 변인에 따른 초등학교 교사의 통합교육 수용태도 조사", 석사, pp.2006
  9. 김재관, "체육통합교육에 대한 교사의 가치정향과 태도유형분석", 박사, pp.2007
  10. 문수백, "구조방정식 모델링의 이해와 적용" (2009), 학지사
  11. 배병렬, "Amos 17.0 구조방정식 모델링-원리와 실제-제 2판" (2009), 청람
  12. 오원석, "청각장애학생의 통합에 대한 통합학급 비장애학생들의 태도 분석", 특수교육저널:이론과 실천, 7(2), pp.219~236 (2006), 한국특수교육문제연구소
  13. 오원석, "장애아동 통합교육에 대한 교사와 비장애아동의 태도 변인 간 관계 분석", 박사, pp.2008
  14. 오원석, "일반학급에 통합된 척각장애아동에 대한 비장애아동들의 태도연구", 특수아동교육연구, 8(2), pp.79~97 (2006), 한국특수아동학회
  15. 윤혜영, "학습장애아동 통합교육에 대한 초등학교 일반교사와 특수교사의 태도 비교", 석사, pp.2004
  16. 이미자, "통합교육에 대한 고등학교 교사와 학생의 개인적 변인에 따른 인식 조사", 석사, pp.2005
  17. 최성규, "초등학교 교사의 통합교육에 대한 태도와 수행능력간의 상관관계연구", 특수교육재활과학연구, 42(2), pp.73~91 (2003)
  18. Bat-Chava,Y, "Diversity of deaf identities", American Annals of the Deaf, 145, pp.420~428 (2000)
  19. Proper Solutions : Avoiding Error in Survey Research, "Practical Issues in structural Modeling. In:Common Problems", pp.1988, Bentler, P. M
  20. Berkay, P, "The development of the Opinions about Deaf People scale: A scale to measure hearing adults' beliefs about the capabilities of deaf adults", Educational and Psychological Measurement, 55, pp.105~114 (1995)
  21. Bruno, J. E, "Inclusion-exclusion of special needs students in regular classroom setting: A psycho-social approach for understanding teacher accommodation", Dissertation Abstracts International, 57(06), pp.534B~ (1996)
  22. Cambra, C, "A comparative study of personality descriptors attributed to the deaf, the blind, and individuals with no sensory disability", American Annals of the Deaf, 141, pp.24~28 (1996)
  23. Clough, P, "Integration and the support service" (1991), NFER
  24. Cochran, H. K, "Differences in Teachers' Attitudes toward Inclusive Education as Measured by the Scale of Teachers' Attitudes toward Inclusive Classrooms(STATIC)" (1999), Mid-western Educational Research Association.
  25. Coryell, J, "Attitudes toward deafness: A collegiate perspective", American Annals of the Deaf, 137, pp.299~302 (1992)
  26. Cremin, H, "Mainstreaming underclasses via contrastive judgement: Can inclusive education ever happen?", British Journal of Educational Studies, 53(4), pp.431~446 (2005)
  27. Ding, L, "Effects of Estimation Methods, Number of Indicators per Factor and Improper Solutions on Structural Equation Modeling Fit Indices", Structural Equation Modeling, 2, pp.119~143 (1995)
  28. Dyson, A., "What do we really know about inclusive schools? A systematic review of the research evidence. In Special educational needs and inclusive education: Major themes in education, Vol. 2", pp.280~294 (2004), Routledge Falmer
  29. Forlin, C, "Educators' beliefs about inclusive practices in Western Australia", British Journal of Special Education, 22, pp.179~185 (1995)
  30. Hadjikakou, K, "The academic and social inclusion of oral deaf and hard-of-hearing children in Cyprus secondary general education: investigation the perspectives of the stakeholders", European Journal of Special Needs Education, 23(1), pp.17~29 (2008)
  31. Haslam, S. A., "Social categorization and group homogenity : Changes in the perceived applicability of stereotype content as a function of comparative context and trait favourableness", British Journal of Social Psychology., 34, pp.139~160 (1995)
  32. Horner-Johnson, W., "Attitudes of Japanese students toward people with intellectual disability", Journal of Intellectual Disability Research, 46, pp.365~378 (2002)
  33. Jacobs, I, "Unconscious discrimination. In:The Deaf way: Perspectives from the international conference on Deaf culture", pp.684~686 (1994), Gallaudet University
  34. Kluwin, T. N, "Deaf students in local public high schools" (1993), Charles C. Thomas.
  35. Koutrouba, K., "Factors correlated with teachers' attitudes towards the inclusion of students with special educational needs in Cyprus", European Journal of Special Needs Education, 21(4), pp.381~394 (2006)
  36. Lampropoulou, V., "Teachers of the deaf as compared with other groups of teachers: Attitudes toward people with disabilities and inclusion", American Annals of the Deaf,, 142, pp.26~33 (1997)
  37. Landrum, T. J., "Characteristics of general education teachers perceived as effective by their peers : Implications for the inclusion of children with learning and behavioral disorders", Exceptionality, 3, pp.147~164 (1992)
  38. Leigh, I, "Inclusive education and personal development", Journal of Deaf Studies and Deaf Education,, 3, pp.236~245 (1999)
  39. Lott, V. G., "Work attitudes of students who are deaf and their potential employers", Journal of the American Deafness and Rehabilitation Association,, 34, pp.31~49 (2001)
  40. Mandell, C. J., "An analysis of factors related to the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children", Contemporary Educational Psychology, 3, pp.154~162 (1978)
  41. Luckner, J. L, "An examination of two co-teaching classroom", American Annals of the Deaf, 144(1), pp.24~34 (1999)
  42. Nikolaraizi, M., "Deaf and hearing individual' beliefs about the capabilities of Deaf people", American Annals of the Deaf., 149(5), pp.404~414 (2005)
  43. Parasnis, I, "On interpreting the Deaf experience within the context of cultural and language diversity. In:Cultural and language diversity and the Deaf experience(pp. 3-19)" (1998), Cambridge University Press
  44. Powers,S, "Influences of student and family factors on academic outcomes of mainstream secondary school deaf students. Journal of Deaf Studies and Deaf Education", of Deaf Studies and Deaf Education, 8(1), pp.57~78 (2003)
  45. Roberts, S. B., "A survey of graduates of an Australian integrated auditory", oral preschool: Part Ⅱ, Academic achievement, utilization of support services, and friendship patterns, 1994, pp.97, 207~236
  46. Skidmore, D, "Inclusion : The dynamic of school development" (2004), Open University Press.
  47. Thomas, A, "Stability of Tringo's hierarchy of preference toward disability groups : 30 years later", Psychological Reports., 86(2), pp.1155~1156 (2000)
  48. Tringo, J. L, "The Hierarchy of preference toward disability groups", The Journal of Special Education, 4(3), pp.295~306 (1970)
  49. Villa R., "Teacher and administrator perceptions of heterogeneous education", Exceptional Children,, 63, pp.29~45 (1996)
  50. Ward, J., "A question of attitudes:Integrating children with disabilities into regular classroom? British Journal of Special", British Journal of Special Education, 21, pp.34~39 (1994)

관련 논문AI추천

이 간행물의 다른 논문 (14건)