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청각장애학교와 일반학교간 통합교육경험에 따른 일반아동의 장애아동에 대한 인식 원문보기
(The) Understanding of Normal Children of Handicapped Children in Accordance with the Integrative Educational Experience between Schools for the Auditorily Handicapped and Normal Schools

  • 저자

    전애리

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 55p.

  • 키워드

    청각장애학교 일반학교 통합교육경험 일반아동 장애아동 특수학급;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9153577&outLink=K  

  • 초록

    This study is designed to determine whether there is any difference in normal school students' attitudes towards school life, individual life and social life by integrative-education experience, gender and grade after the integrative, if partial, education is provided for normal school children and students at schools for the auditorily handicapped. With this in mind, the researcher worked with a total of 168 students(second, forth and sixth grade) at M Elementary School in Changwon where integrative education between schools are conducted with the control group comprising a total of 192 students(second, forth and sixth grade) at O Elementary School without any special classes and nearby special schools. The researcher conducted questionnaire search of the two groups in order to determine the subjects' attitudes toward the handicapped. The following are findings. First, there was a difference in accordance with the experience or non-experience of integrative education between school. The experiment group were more receptive of the handicapped than the control group. There was a difference by grade in terms of the subjects' attitude towards the handicapped. That is, the higher graders were, the more receptive they were of the handicapped. There was also a differency in accordance with the experience of integrative education between schools. But there was no effect of interaction between grades and experiences. Second, the female students formed more or less better attitudes toward the handicapped than their counterparts, but there was no statistically significant difference. Third, the subjects said that they wanted to study such subject matters as P.E. fine arts and extracurricular activities rather than instrumental subject matters. The subjects thought that the normal students attitudes toward the handicapped play an important role in the success of integrative education. There was a significant difference in their views on the subjectivity of improving the normal students' attitudes toward the handicapped in accordance with gender and grade. The subjects put the normal students' attitudes before everything else in term of the priority of integrative education, which were followed by convenient facilities, learning materials and teachers' attitudes. The survey on the difficulties of the handicapped shows that the experiment group pointed to language problems, and that the control group pointed to movement problems. This result is attributable to the experience of integrative education. The survey on the reason why the normal students made fun of the handicapped indicates that the handicapped acted foolishly, which was followed by their weekness in spite of criticism and their inability to speak. The subjects' response toward the handicapped were as follows: 'I wait and see so that they can do it on their own'; 'I help them only when they are in need'; 'I don't care.' There was a statistically significant difference by grade, but there was no statistically significant difference by other variable. The subjects thought that the handicap was due to disease, accidents, genetic problems, environmental problems and the sins of the handicapped in the right order. All in all, the researcher came to the conclusion that such variables as grade, gender and experience has an effect on the normal students' attitudes towards the handicapped students.


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