한국 중·고등학생‘학교장애인식지수’의 수준설정 연구
Standard setting for the School Disability Awareness Index of Korean middle and high school students
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본 연구는 중·고등학생용 ‘학교장애인식지수 검사’의 수준설정을 통해 장애인식 측정의 객관성과 실용성을 높이고자 하였다. 수정된 앵고프 방법을 적용하여 관점, 실천, 지식, 정서의 네 가지 구인별로 ‘상(ACES)’, ‘중(MIDD)’, ‘하(RASE)’의 세 단계 수준을 설정하였다. 연구 결과, 각 구인별로 특징적인 분포가 나타났다. 관점 구인에서는 중간 수준의 비율이 가장 높았으나 하위 수준의 비율도 상당히 높았다. 실천 구인의 경우 다른 구인들에 비해 상위 수준의 비율이 높게 나타났다. 지식 구인에서는 하위 수준의 비율이 높아 장애에 대한 기본적인 지식과 이해가 부족한 학생들이 많음을 보여주었다. 정서 구인의 경우 중간 수준의 비율이 압도적으로 높았다. 이러한 결과를 바탕으로 각 수준과 구인에 맞는 차별화된 교육 프로그램의 개발이 필요함을 제안하였다. 본 연구는 학교장애인식지수에 대한 해석의 준거를 마련함으로써, 교육 현장에서 학생들의 장애인식 수준을 보다 명확히 파악하고 적절한 교육적 개입을 계획할 수 있는 기반을 제공하였다는 데 의의가 있다.
Abstract
This study aimed to enhance the objectivity and practicality of disability awareness measurement by standard setting for the ‘School Disability Awareness Index’ for middle and high school students. Using a modified Angoff method, three levels - ‘ACES’ (high), ‘MIDD’ (middle), and ‘RASE’ (low) - were set for each of the four constructs: perspective, practice, knowledge, and emotion. The results revealed distinctive distributions for each construct. In the perspective construct, while the middle level had the highest proportion, there was also a significant proportion at the lower level. The practice construct showed a higher proportion at the upper level compared to other constructs. The knowledge construct indicated a high proportion at the lower level, suggesting that many students lack basic knowledge and understanding about disabilities. For the emotion construct, an overwhelming majority fell into the middle level. Based on these findings, the study proposes the need for developing differentiated educational programs tailored to each level and construct. The significance of this research lies in establishing interpretative criteria for the School Disability Awareness Index, providing a foundation for educators to more clearly understand students' levels of disability awareness and plan appropriate educational interventions. This study contributes to the field by offering a more nuanced understanding of students' disability awareness and providing a framework for targeted educational strategies to improve inclusive education in schools.
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