통합학급 지적장애학생과 비장애학생의 학교생활 요구 및 만족도 비교 연구
A Comparative Study on Needs for and Satisfaction with School Life among Students with Intellectual Disabilities and Students without Disabilities at Inclusive Education
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초록
이 연구는 통합학급 지적장애학생과 비장애학생의 학교생활에 대한 요구와 학교생활 만족도가 어떠한 지 알아보고, 학교생활 만족도에 영향을 미치는 학교생활 요구를 분석하고자 초등학교 통합학급 지적장애학생 21명과 비장애학생 349명을 대상으로 수행되었다. 이 연구에서는 학교생활 만족도 척도와 학교생활 요구 척도를 활용하였으며, 각 척도는 통계적으로 타당하고 신뢰로운 것으로 나타났다. 이 연구 결과에 따르면 지적장애학생과 비장애학생의 학교생활 요구와 만족도는 차이를 보이는 것으로 제시되었다. 학교생활 만족도에 있어서 지적장애학생들은 성적 중위학생들과 유사한 수준을 보이는 것으로 나타났으며, 지적장애학생의 학교생활 만족도에 영향을 미치는 요구들로는 교육과정수정 및 물리적 배치 요구로 제시되었다. 이러한 결과로 볼 때 지적장애학생의 학교생활 만족도를 향상시키기 위해서는 교육과정의 개별화와 더불어 통합학급 학생과의 동등한 학습참여 기회를 부여하여 학습 참여도를 높이고, 장애학생에 대한 긍정적 인식을 가진 교사를 우선적으로 통합학급 담당 교사로 배치하여 장애아동과 교사의 관계 개선이 무엇보다 우선적으로 해결되어야 할 것이다.
Abstract
This study was conducted in order to survey needs for and satisfaction with school life among students with intellectual disabilities and students without disabilities at inclusive education and to analyze needs for school life influencing satisfaction with school life. For these purposes, we sampled 21 students with intellectual disabilities and 349 students without disabilities at classes in elementary school. This study used scales on satisfaction with school life and needs for school life, and the reliability and validity of each scale were proved to be statistically significant. According to the results of this study, students with intellectual disabilities and students without disabilities were different from each other in their needs for and satisfaction with school life. In satisfaction with school, the level of students with intellectual disabilities was similar to that of students without disabilities whose school achievement was average. Needs influencing intellectually disabled students’s satisfaction with school were curriculums modification and physical arrangement. Considering these results, what are required the most for enhancing intellectually disabled students’s satisfaction with inclusive education are instructional adaptation for them and improving their relation with integrated class students.
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