초등학교 학습장애 학생의 사회과 학업성취도와 자기효능감에 대한 정보암기전략 교수 효과

Abstract

This study investigated special and elementary education teachers' perception toward inclusion. Ninety four elementary education teachers and sixty one special education teachers in Chung-Cheong Province were surveyed. Survey questions included 1) rationale for inclusion, 2) requirements for successful inclusion, 3) educational impact of inclusion, 4) administrative support for inclusion. Elementary education teachers perceived inclusion as philosophy rather current practice for which they should be responsible. This result is consistent with the past studies on the similar topic. Although inclusion have been practiced over a decade in this country. However, elementary education teachers still does not accept inclusion as their job. On the other hand, special education teachers perceived inclusion as practice. Therefore special education teachers tend to share inclusion responsibility with unprepared elementary education teachers. Preservice teacher educators should address this issues when they prepare preservice teachers for inclusion in their teacher education.