통합교육 질 지표에 의한 초등 통합교육의 인식 수준 및개선방안

A Study on the Recognition Level of Elementary Inclusive Education and the Improvement through Quality Indicators of Inclusive Education

This study’s aim is to evaluate the recognition level of elementary inclusive education and to present improvement measures through quality indicators of inclusive education. 152 teachers in elementary special schools were involved in the survey for three weeks, which was carried out from March 3, 2014 to April 4, 2014. To achieve this aim, the recognition level of elementary inclusive education and the differences according to variables (such as gender, age, teaching career, experience in special education, and the region of work) were analyzed. The results of this study are as follows: first, ‘Teaching Related Factors’ of inclusive class teachers, ‘School Administrators’, ‘Perception of Parents with Non-Disabled Children’ in the area of parents, and ‘Support of School Nurses’ in support staffs were given lower evaluations compared to other areas of study. Therefore, additional measures seem to be urgently needed. Second, when compared to their female counterparts, male teachers evaluated the qualitative level of inclusive education more highly in general. Third, the younger the teachers were, the more highly they rated the support of parents with non-disabled children. The teachers who had teaching careers in special schooling evaluated ‘School Administrators’ and ‘Parents with Non-Disabled Children’ more positively than teachers who didn’t.