통합학급 초등학생의 지체장애아동에 대한 태도

The Elementary Students Attitude for Children with Physical Disabilities in the Integrative Class - The research for this study was conducted in Busan -

본 연구는 지체장애아동에 대한 일반아동의 태도를 알아봄으로써 지체장애아동의 성공적인 통합교육을 위한 방향을 제시함과 동시에 지체장애아동과 일반아동의 긍정적인 상호작용을 촉진할 수 있는 방안을 검토하고자 하였다. 이에 따라 부산지역에 거주하고 있는 통합학급 초등학생(N=360명) 표본을 대상으로 설문지법을 이용하여 그들의 지체장애아동에 대한 태도에 관하여 조사하고, 기초통계량(빈도, 백분율) 및 t-검증과 변량분석(ANOVA) 등의 통계적 기법을 이용하여 분석한 결과 다음과 같은 주된 결론을 얻었다. 첫째, 일반아동의 지체장애아동에 대한 전체 태도 경향은‘보통’으로 나타났다. 하지만 학습 관련 태도는 다른 영역에 비해 보다 긍정적이었는데 이와 같은 결과는 일반아동이 지체장애아동과 함께 공부하는 동료로 인식하고 있으며, 더불어 그들을 학급의 일원으로 받아들이고 있음을 시사한다. 하지만‘짝꿍’,‘생일 파티에의 초대’등 자신의 삶에 직접적인 영향을 미치는 교제 영역에 있어서는 부정적인 태도를 강하게 나타내고 있었는데, 이는 지체장애아동에 대한 부정적인 이미지를 반영하는 것으로서 지체장애아동과 일반아동이 함께 어울릴 수 있는 다양한 프로그램의 개발 및 적용의 필요성을 시사한다. 둘째, 일반아동 변인 중 성별에 따른 전체 태도 경향은‘보통’으로 나타났지만, 학년에 따라서는 4, 5 ,6학년 중 4학년이, 장애에 대한 지식수준에 있어서는 지식수준이‘상’,‘중’,‘하’인 집단 중‘상’인 집단이 보다 긍정적인 태도경향을 보이고 있는 것으로 나타났다. 이와 같은 결과는 고학년이 될수록 장애아동과 생활하면서 겪었던 여러 가지 어려움이 부정적인 태도를 가지게 한 것으로 볼 수 있는데, 이러한 경향은 장애에 대한 이해가 없는 상태에서 통합되어진 결과를 반영한다고 할 수 있다. 따라서 초등학교 저학년부터 장애 이해 프로그램을 주기적으로 확대·실시해야 할 것이다.

The purpose of this study is to examine the elementary students attitude and recognition for children with physical disabilities in the integrative class. The subjects for the study were 360 elementary-school students of the integrative class among 4th, 5th, and 6th grade students in Busan. The results of this research were as follows. First, the attitude of general students for physical disabilities was normal and was little bit more positive at the studying area. The attitude difference of the integrative class students for disabled children s type was physical disabilities was more positive than mental retardation. Secondly, there is no attitude difference from gender. However there is a meaningful difference from grades. The higher grade children have, the more positive attitude children have across all over areas. The frequency of experience did not show the attitude difference. However, the higher level of knowledge children have, the more positive attitude children have in life, studying area, etc. Combining all results, the attitude for physical disabilities was much more positive at the studying area among other areas. Among general children variable, according to the grade difference, the higher grade children have, the more positive attitude children have across all over areas. And according to the knowledge of the disabilities, the higher level of knowledge children have, the more positive attitude children have in life, studying area, etc. The purpose of this study is to examine the elementary students attitude and recognition for children with physical disabilities in the integrative class. The subjects for the study were 360 elementary-school students of the integrative class among 4th, 5th, and 6th grade students in Busan. The results of this research were as follows. First, the attitude of general students for physical disabilities was normal and was little bit more positive at the studying area. The attitude difference of the integrative class students for disabled children s type was physical disabilities was more positive than mental retardation. Secondly, there is no attitude difference from gender. However there is a meaningful difference from grades. The higher grade children have, the more positive attitude children have across all over areas. The frequency of experience did not show the attitude difference. However, the higher level of knowledge children have, the more positive attitude children have in life, studying area, etc. Combining all results, the attitude for physical disabilities was much more positive at the studying area among other areas. Among general children variable, according to the grade difference, the higher grade children have, the more positive attitude children have across all over areas. And according to the knowledge of the disabilities, the higher level of knowledge children have, the more positive attitude children have in life, studying area, etc.