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이 연구는 통합교육 실현의 저해요인을 제거하고 교육정책을 수행하는데 기초자료를 제공할 의도로 시행했다. 통합교육 및 통합교육 저해요인에 대한 중등교사의 인식수준과 교사의 배경 변인에 따른 인식수준 차이, 그리고 교사의 배경 변인과 통합교육 인식 및 통합교육 저해요인과 인식과의 상관관계를 밝히는데 주안점을 두었다. 연구의 결과는 통합교육에 대한 중등교사의 인식수준은 특수교사가 일반교사 보다 긍정적이며 높은 수준을 보였고, 통합교육의 저해요인에 대한 인식수준에서는 비슷한 인식 수준을 보였으며, 그리고 중등특수교육 교사의 배경변인과 통합교육 및 통합교육 저해요인 인식의 하위영역 간에는 대체적으로 상관관계가 없는 것으로 나타났다.


The aim of this study is to investigate the perception level of secondary school teachers on integrated education and obstructive factors of integrated education; the difference in perception level according to the teachers background variable; and the correlation between the teachers background variable, perception of integrated education and perception on the obstructive factors of integrated education were investigated.This investigation was conducted with 96 qualified special-education teachers and 132 ordinary teachers who currently teach in secondary schools.The following results were as follows that, as for the perception level of secondary school teachers on integrated education, the special-education teachers' perception were more affirmative than the ordinary teachers. and as for the obstructive factors of integrated education, the perception level of the special education teachers and regular teachers were similar. and as for the background variable of secondary school teachers and the correlation between perception of integrated education and perception on the obstructive factors of integrated education, the order of the result was, "existence and nonexistence of certificate", "sex" and "degree of interest", respectively.Based on conclusion, study to increase the secondary school teachers' level of perception on special education need to be conducted, along with various studies on measures to solve the obstructive factors of integrated education.