ABSTRACT

이 연구는 초등학교 일반학급의 장애학생 통합교육에 대한 교사의 태도를 살펴보았으며, 특히 장애 학생을 가르치고 있거나 가르친 경험이 있는 교사와 장애가 있는 학생을 가르쳐본 경험이 없는 교사의 태도 차이에 초점을 맞추었다. 조사대상은 무작위 표본 추출 방법으로 카트만두의 초등교사 150명을 표집하여 설문 조사를 실시하였다. 수집된 자료는 두 교사 집단 간의 차이를 알아보기 위하여 t-검정을 이용하여 분석하였다. 이 두 교사 집단의 통합교육에 대한 태도는 통계적으로 유의한 차이를 나타내었다. 전반적으로 장애가 있는 학생들을 가르친 경험이 있는 교사는 그러한 경험이 없는 교사보다 긍정적인 태도를 보였다. 또한 장애 학생을 가르친 교사는 장애 학생과 부모를 다루는데 더 자신감을 보였다. 그러나 장애학생들을 가르친 경험이 있는 교사는 장애학생의 통합교육 실행에 대하여 다음과 같은 어려움을 말했다. 적절한 교재의 부족, 부모들과 더 큰 공동체 내의 장애에 관한 인식 부족, 학생들 간의 문화 및 언어의 다양성, 교사의 훈련 부족 등이다. 그러므로 통합교육을 위하여 교사는 최소한 6개월에서 1년 정도의 적절한 특수 교육 훈련 외에 학습자료, 사회기반시설 및 기술과 같은 적절한 서비스를 이용할 수 있어야 한다. 이는 교사가 통합된 환경에서 장애를 가진 학생을 다룰 수 있게 하고 장기적으로 통합교육에 대한 긍정적인 태도를 가지게 한다.

KEYWORD

태도, 통합, 완전통합(포함), 일반교사, 일반학급, 특수교육

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