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The purpose of this study was to investigate perception on inclusive education of elementary special classroom teachers in Jeollabuk-Do. The subjects of this study were 185 elementary special classroom teachers in Jeollabuk-Do. A total of 117(63%) questionnaires were analyzed. The result of this study were as follows : First, in the advantage of the inclusive education, many elementary special classroom teachers recognized extremely positively the item, ‘children with disabilities can promote sociality development through interaction with a peer group'. Second, in the specialty, the perception of teaching-learning method were higher in ‘they can make organization and implementation of adequate curriculum to children with disabilities'. At the legal comprehension, the most special class teachers showed a high perception about ‘a responsibility on establishment of convenience facilities', 'the duty on planning of IEP' and ‘the right on admission to a short-distance general school of children with disabilities.' Third, in the problem of the inclusive education, they have trouble in operate curriculum and want to have full support to be needed in that curriculum. Fourthly, in the efficient and effective method for the inclusive education, teachers showed a high perception about ‘must develop a program and the method which integrate education for the child with disability and the general child.'