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예비교사들의 장애인식, 통합교육 태도 및 우려 간의 관계 분석

Analysis of Relations between Pre-Service Teachers' Perceptions of Disabilities and Their Attitudes toward and Concerns about Inclusive Education

오원석
한국지체·중복·건강장애교육학회 (Korean Council of Physical, Multiple, & Health Disabilities : KCPMHD)|2011.04|지체.중복.건강장애연구 (Korean Journal of Physical, Multiple, & Health Disabilities)|제54권 제2호|pp. 115-142|DOI 10.20971/kcpmd.2011.54.2.115

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참고문헌

키워드

Inclusive education예비교사pre-service teacher장애인식통합교육 태도attitudes toward inclusion
주제분류교육학

초록

본 연구는 예비교사들의 장애인식, 통합교육 태도 및 우려가 예비교사 관련 변인과 어떤 관계가 있는 지 알아보기 위하여 수행되었다. 본 연구는 대구 경북 지역의 교육대학생, 사대 및 교직이수대학생 439명을 대상으로 하였다. 연구도구는 Iacono 등(2009)의 장애인식척도, Wilczenski(1992)의 통합교육태도 척도 그리고 Sharma와 Desai(2002)의 통합교육에 대한 우려 척도를 활용하였다. 본 연구의 결과에 따르면 예비교사들은 장애인과 상호작용에서 비교적 거부감이 적은 것으로 나타났으며, 정서행동장애 및 신체 감각장애학생의 통합에 대하여는 부정적 태도를 보였고, 학습장애학생의 통합에 대해서는 긍정적 태도를 보였다. 또한 통합교육의 실행에 따라 업무 부담이 가중되고, 행․재정적 지원과 교육적 지원은 부족할 것으로 인식하였으나, 학생들의 학업성취도에는 큰 영향을 미치지 않을 것으로 인식하였다. 이러한 연구 결과들은 예비교사 관련 변인인 직․간접 경험에 따른 경로모형을 제시하였다

Abstract

The purpose of this study was to investigate relations between pre -service teachers' perceptions of disabilities and their attitudes toward and concerns about inclusive education and their related variables. The 439 subjects include those who were attending teachers' colleges or colleges of education and those who were in a teachers' curriculum in universities in Daegu and Gyeongbuk Province. Employed in the study were the Scale of Disability Perception by Iacono et al.(2009), the Scale of Attitudes toward Inclusive Education by Wilczenski(1992),and the Concerns about Inclusive Education scale by Sharma and Desai(2002). The results show that the pre-service teachers relatively had fewer rejections against the disabled in their interactions with them, had a negative attitude toward the inclusion of the students with an emotional and behavioral disorder and those with a sensory disorder, and had a positive attitude toward the inclusion of the students with a learning disorder. In addition, they thought that the implementation of inclusive education would increase work burdens on teachers, offer insufficient administrative, financial, and educational support, and have no huge impacts on the academic achievement of the students. Those research findings present gap and correlational analysis according to such related variables to prospective teachers as direct and indirect experiences and completion of a special education course.

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