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통합 교육에 대한 장애유아 부모의 필요도 및 만족도 원문보기
Necessity and Satisfaction on Parents of Young Children with Disabilities toward Inclusion

  • 저자

    김지현

  • 학위수여기관

    창원대학교 대학원

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    62p.

  • 키워드

    통합 교육 장애유아 부모 필요도 만족도;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9467400&outLink=K  

  • 초록

    The purpose of this study is making a more efficient and high qualitative conditions of inclusion education, by understanding necessity and satisfaction of parents of children with disabilities about inclusion education and difference in necessity and satisfaction according to general characteristics of parents and children with disabilities. The objects of this study are two hundred parents of children with disabilities before school attendance in 21 institution (7 kindergarten of elementary school, 1 public kindergarten with special education class, and 13 therapeutic educational institution) located in Pusan city. The summary of the result of research is as follows. First, necessity of parents of children with disabilities about inclusion education is high, but satisfaction is low. Necessity about support of community is most high, but satisfaction is lowest. Necessity about support and involvement of the family is lowest and satisfaction about teacher's ability of education is most high. Second, in regard to general characteristics of parents of children with disabilitiesm, necessity and satisfaction about inclusion education were analyzed according to educational background, age and income. According to income degree of parents, satisfaction of the low income group is high in a physical, qualitative educational environment and the family support and involvement. Third, in regard to general characteristics of children with disabilities, necessity and satisfaction about inclusion education were analyzed according to age, type of disability, inclusion institution, type of inclusion education, involved teacher, period of inclusion, number of children with disabilities in inclusion, educational expense. There is no significant difference in necessity and satisfaction about inclusion education according to age of children with disabilities, type of disability, inclusion institution, number of children with disabilities in inclusion, educational expense. According to the types of inclusion education, necessity of the group of disability children with partial inclusion in physical educational environment is high. Satisfaction of the group of disability children with partial inclusion in teacher's ability of education and physical educational environment is high. According to the involved teacher, necessity of the group of involvement of kindergarten teacher and special education teacher in physical educational environment is high and satisfaction of the group of involvement of kindergarten teacher and special education teacher in teacher's ability of education and qualitative educational environment is high. According to period of inclusion, necessity of the group of period more than two years in teacher's ability of education and satisfaction of the group of period more than two years in physical educational environment is high. The conclusions from the results of this study are as follows. First, There is large difference between necessity and satisfaction of parents of children with disabilities about inclusion education and the parents need support from community Second, There is no difference in necessity and satisfaction according to age, educational background of parents. But there is difference in satisfaction according to income degree. Third, There is no difference in necessity and satisfaction according to age of children with disabilities, type of disability, number of children with disabilities in inclusion, educational expense. But there is difference in necessity and satisfaction according to type of inclusion education, teacher, inclusion period.


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