초등학교 전환을 위한 장애유아의 적응기술에 관한 교사의 인식

Abstract

The objective of this study is to identify necessary adaptive skills that educational institutions have to teach the children with disabilities who have reached a transition period to elementary schools by finding out the awareness among teachers regarding the importance of adaptive skills of disabled children necessary for their transition to elementary schools and investigate the difference in awareness of the importance of the necessary adaptive skills depending on each teacher variable. For the purpose of this study, two issues were determined:First, teachers' awareness of adaptive skills of disabled children necessary for their transition to elementary schools;Second, differences in awareness of adaptive skills of disabled children necessary for their transition to elementary schools depending on teacher variables. 218 study subjects were selected with a random sampling method among elementary school and preschool teachers in Pusan metropolitan city. Questionnaire sheets were written based on prior studies and handed out to subjects and then collected to analyze the results with SPSS 14.0 for Windows. First of all, to analyze the overall awareness of teachers and of each subcategory regarding the adaptive skills of disabled children necessary for their transition to elementary schools among the study subjects, the basic descriptive statistics(M,SD) was used, and for the differences in awareness across teacher variables, t-test and analysis of variance(ANOVA) were used. Study results are as follows:First, concerning teachers' general awareness of the necessary skills in transition to elementary schools among disabled children, 55 adaptive skills were found to be considered more important than average levels. In terms of the sub-category of adaptive skills, general skills were perceived as most important,while academic skills were found to be thought of as comparatively less important. Regarding specific items, they gave the first priority to ‘Express desire to go to the bathroom,’ while putting less importance on ‘Can say days of the week in order." Second, when it comes to differences in awareness depending on teacher variables on necessary adaptive skills of disabled children in their transition to elementary schools, there was no significant differences in each sub-category item except a few depending on teacher types, teaching experience,experience in teaching the disabled children and training for special education,which indicates that they perceive adaptive skills in similar ways. The following conclusions were reached based on the study results here:First, for a successful adaptation to elementary schools among disabled children, skills in diverse areas rather than a certain field need acquiring;Second, teachers of the two types of educational institutions who play main roles in their transition need provide cooperative help, which is ideal to successful adaptation to school life after transition to elementary schools among the disabled children if the common factors considered important are used in education in transitional institutions.