유치원 교사의 장애인 등에 대한 특수교육법 관련 이해도 및 이행 만족도

Abstract

The purpose of this study was to investigate the understanding and fulfillment satisfaction of the special education law according to the characteristics of the kindergarten teachers (establishment type, career, guidance experience, and training experience). The results of the study were as follows; First, general kindergarten teachers' understanding about special education law is not different according to establishment style and teaching experience, but there are differences according to experience of special education and experience of mentoring children with disabilities. In other words, teachers who have experience of special education and experience of instruction for children with disabilities have higher understanding of special education than those who do not have experience with in service training or disability guidance. Second, there was no difference according to the teaching career in general kindergarten teachers' satisfaction with the implementation of special education law, but there are differences according to school establishment type, special education training experience, and mentoring experience. In other words, teachers who are in public institutions rather than private institutions have higher satisfaction with the implementation of special education law. Teachers who have experience of special education and experience of mentoring children with disabilities are more satisfied with the implementation of special education law . Third, general kindergarten teachers have a positive correlation between the level of understanding and fulfillment of special education law. In other words, the higher the level of understanding about the Special Education Law, the higher the satisfaction level.