특수교사의 통합학급 지원이 일반학생의 장애학생과 특수교사에 대한 태도에 미치는 영향

Abstract

The purpose of this study was to investigate the effect of special education teacher's support for the inclusive class on the attitude of elementary school students toward the disability student and a special education teacher. To achieve this purpose, the research questions were as follows. First, does the support of special education teacher for the inclusive class have a significant effect on the attitude of elementary school students to the disability student? Second, does the support of special education teacher for the inclusive class have a significant effect on the attitude of elementary school students toward a special education teacher? First, there were a statistically significant differences on the attitude of elementary school students to the disability student between the experiment group and the control group not offered any supports. Therefore, the support program for the inclusive class by the special education teacher was the effective instructional method on the attitude of general students to the disability students. Second, there were a statistically significant differences on the attitude of elementary school students to the special education teacher between the experiment group and the control group. Therefore, the support program for the inclusive class by the special education teacher was the effective instructional method on the attitude of general students to the special education teacher. It implied that the support of special education teacher for the inclusive class was effective in the elementary school students' attitude on the disability students and the special education teacher. This program is expected to help elementary school students to have positive friendship with disability students, and to enhance the special education teacher's capability managing the class curriculum for the successful inclusion at school.