통합학급과 비통합학급 초등학생의 장애수용태도 비교

Comparison of Disability Accepting Attitudes between Integrated and Non-Integrated Classes of Elementary School Students

본 연구는 통합학급과 비통합학급 초등학생의 장애수용태도를 분석하여 통합교육의 바람직한 방향을 제시하기 위해 수행되었다. 이를 위해 학년별, 성별, 통합수업 경험유무별로 통합학급과 비통합학급 비장애 초등학생의 장애수용태도를 조사하였다. 본 연구의 대상은 특수학급이 설치되어 있고, 통합교육을 실시하고 있는 4개 초등학교의 2학년, 5학년 총 22개 학급 학생이었다. 연구 결과, 통합학급 초등학생이 비통합학급 초등학생보다 더 부정적인 장애수용태도를 보이는 것으로 나타났다. 또한 학년별, 성별, 통합수업 경험유무별 장애수용태도 비교 결과, 비통합학급에서만 유의미한 차이가 관찰되었는데, 저학년이 고학년보다, 여학생이 남학생보다, 통합수업경험이 없는 학생들이 통합수업경험이 있는 학생보다 긍정적인 태도를 보였다. 이 결과는 통합교육이 비장애학생의 장애수용태도에 부정적인 영향을 초래함을 반영하며, 단순한 접촉경험을 제공하는 통합교육을 넘어, 장애에 대한 이해와 수용이 이루어질 수 있도록 질적으로 내실 있는 통합교육 프로그램이 필요함을 시사한다.

The effective interaction between teachers and parents is considered critical in inclusive education. Furthermore, the attitude of students without disabilities towards the acceptance of students with disabilities is another important factor. Therefore, this study was conducted to see whether grade levels, gender and the presence of inclusive education experience affects the acceptance of students with disabilities in inclusive and non-inclusive classrooms. The results were as follows. First, the study found that inclusive classroom students were shown to have a more negative attitude toward disabilities than non-inclusive classroom students in overall acceptance. Second, the study proved that there was no significant difference between grade levels affecting the overall attitude towards disabilities in inclusive classrooms. However, lower grade students showed more positive attitude towards disabilities in non-inclusive classrooms. Third, the study noted that there was no major difference between grade levels affecting the overall attitude towards disabilities in inclusive classrooms. However, female students had more positive attitude towards disabilities in non-inclusive classrooms. Fourth, there was no noticeable difference between grade levels affecting the overall attitude towards disabilities in inclusive classrooms. However, having inclusive education experience proved to help with a more positive attitude towards disabilities in non-inclusive classrooms. These results demonstrated that integrated classes that have not been prepared adequately for students with disabilities may cause negative attitudes to be expressed in their non-disabled peers. Therefore, the development and utilization of superior quality inclusive education programs should be strived for in the future. Moreover, it is important to acknowledge that inclusive education is not only an essential task in special education, but also in overall education.