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이 연구는 초ㆍ중ㆍ고등학교 특수학급 학생의 통합교육 성공예언도를 알아보고, 성별ㆍ학교과정ㆍ장애유형ㆍ장애정도에 따라 차이가 있는가를 알아보는 데 그 목적을 두었다. 이를 위해 초등학교(68명), 중학교(84명), 고등학교(112명) 특수학급 담당교사 264명을 대상으로 「한국통합교육성공예언검사」를 실시한 결과, 다음과 같은 결과를 얻었다: 첫째, 성별ㆍ학교과정ㆍ장애유형별 모두 통합가능성이 전반적으로 ‘가능’으로 나타났으나, 중증장애는 ‘경계선’으로 나타났다; 둘째, 통합교육의 성공예언도를 변인별로 알아본 결과, 성ㆍ학교과정ㆍ장애유형ㆍ장애정도별 모두 유의차가 있는 것으로 나타났다. 이 연구는 특수학급 학생의 적정 배치를 위한 기초자료로 활용될 수 있을 것이다.


The purpose of this study was to assess the degree of predicting successful inclusion of students in special class, and investigate differences according to the distinction of sex, class grade, disability type and disability degree of students. To accomplish the purpose of this study, choose 224 students(68 elementary school students, 84 middle school students, and 112 high school students). The instrument of this study was Korean Scales for Predicting Successful Inclusion(K-SPSI). The results were as followings: First, Except of students with severe disability, all children were assessed as a 'possible to inclusion'. students with severe disability were assessed as a 'boundary of inclusion'. Second, Sufficient differences were occurred according to the distinction of sex, class grade, disability type and disability degree. This study is expected to be used as a basic information for successful inclusive education.