통합경험이 있는 장애아동 부모의 통합교육에 대한 인식과 상관관계가 있는 변인분석

Factors Related to Parents’ Perceptions on Inclusive Education for Children with Disabilities who hadbeen Integrated into General Education Classes

본 연구는 통합경험이 있는 장애아동 부모의 통합교육에 대한 인식과 상관관계가 있는 변인을 밝히고, 부모가 인식하고 있는 통합교육의 개선방안을 밝히는 것을 목적으로 하였다. 장애아동 부모의 통합교육에 대한 인식과 상관관계가 있는 변인을 밝히기 위하여 가족의 총수입, 아동의 연령, 아동의 장애정도 및 통합기간을 독립변인으로 하고, 통합교육에 대한 부모의 인식을 종속변인으로 하여 중다회귀분석을 하였다. 연구결과, 가족의 총수입이 높고 아동의 나이가 어릴수록 장애아동 부모의 통합교육에 대한 인식이 긍정적이었으며, 아동의 장애정도와 통합기간은 통계적으로 유의미한 상관관계가 없었다. 통합경험이 있는 장애아동의 부모가 제시하는 통합교육의 개선방안의 상위 3순위는 (1) 통합교육에 대한 일반교사와 비장애아동의 관심, (2) 부정적 태도의 개선, (3) 일반교사의 장애아동교육에 대한 전문성 신장이었다.

The purposes of this study were (a) to investigate factors related to parents’ perceptions of the inclusive education for children with disabilities who had been integrated into general education classes and (b) to investigate parents’ recommendations for inclusive education. One hundred and forty-nine parents who had children with disabilities participated in this study. For the first research purpose, four independent variables such as family income, age of the child with disability, the degree of child’s disability, and the duration of inclusion were selected. Parents’ perceptions of inclusive education were the dependent variable measured by ‘The Parental Attitudes Scale Toward Mainstreaming’ developed by Green and Stoneman(1989). The scale is composed of 32 items. Data were analyzed by multiple regression. The results of this study were as follows: First, family income and child’s age were statistically meaningful independent variables related to parents’ perceptions of inclusive education. That is, as family income was higher, the more positive parents’ perceptions of inclusive education expressed. And, as a child was younger, the more positive parents’ perceptions of inclusive education expressed. But, the degree of child’s disability and the duration of inclusion experiences were not statistically meaningful independent variables related to parents’ perceptions of inclusive education. Second, as recommendations for improving inclusive education, parents suggested that general education teachers and nondisabled children should be more concerned with special education and inclusive education, and that the attitudes of general education teachers and nondisabled children toward children with disabilities should be improved.