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장애유아 통합교육의 효과에 대한 어린이집교사의 인식차이에 관한 연구 원문보기

  • 저자

    최선미

  • 학위수여기관

    韓國外國語大學校 國際地域大學院

  • 학위구분

    국내석사

  • 학과

    상담심리전공

  • 지도교수

    유숙경

  • 발행년도

    2014

  • 총페이지

    61 p.

  • 키워드

    장애유아 비장애유아 통합교육경력 통합연수경험;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538869&outLink=K  

  • 초록

    A study on Daycare teachers' perception of the effects of Inclusive Education CHOI, SUN-MI Departmant of Counselling Psychology The Graduate School of Education Hankuk University of Foreign Studies The purposes of this study were to investigate the perceptions of inclusive education among daycare center teachers with a childcare career with children with disabilities and provide basic data for inclusive education in the future. For those purposes, the following research questions were set: First, Education and social integration of disabled children are learning about the effects of changes in the teacher's perception of the teacher's background variables (integrated educational experience, an integrated training experience, qualifications), the difference is there? Second, Integrated education for disabled children and non-disabled children 's social attitudes towards the teacher's awareness about the impact of the teacher background variables (integrated educational experience, an integrated training experience, qualifications), the difference is there? Third, Integrated education is the teacher's anxiety about the impact of growth and self-awareness of the teachers' background variables of teachers (integrated teaching experience, integrated training experience, qualifications), the difference is there? In an effort to answer those questions, the investigator distributed a questionnaire to 190 daycare center teachers working at integrated childcare facilities run by the private sector, family, employer, or corporation as well as the national and public ones in Seoul. After eliminating the ones containing insincere or no answers, total 128 questionnaires were used for analysis. Collected data were analyzed with SPSS 18.0. One-way ANOVA of F tests was performed to examine differences in inclusive education according to the background variables of teachers. Regression analysis was conducted to examine effects on the anxiety and self-growth of teachers. The analysis results were as follows: First, the more inclusive in-service training experiences and the longer career the teachers had, the more positive perceptions they had of the effects of inclusive education on changes to the sociality and learning of young children with disabilities. Second, there were no significant differences in the effects of inclusive education on non-disabled young children's sociality and attitude toward disabled young children. However, the more inclusive in-service training experiences and the longer career the teachers had, the more positive perceptions they had of its effects on their attitude toward disabled young children. Finally, the study also examined the impacts of inclusive education on the anxiety and self-growth of teachers and found that those who had negative perceptions of changes to the learning of disabled young children and to the sociality of non-disabled young children tended to have anxiety and that those who had a long career and many inclusive in-service training experiences tended to perceive self-growth more positively. In addition, those who had the special education teacher certificate had more positive perceptions of self-growth than those had other certificates. Those findings indicate that daycare center teachers had positive perceptions of the effects of inclusive education. There is a need for ongoing diverse in-service training sessions for inclusive education for teachers based on the findings. The concerned government departments also need to provide wholehearted supports to daycare centers that give inclusive education and hire many child care teachers with the special education teacher certificate.


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