통합학급 일반 여고생의 장애학생에 대한 태도 유형 분석

An Analysis of High School Girl Students’ Attitude Types toward Students with Disabilities in Inclusive Classrooms

본 연구는 고등학교 통합학급 일반 여학생의 장애 학생에 대한 태도를 학생의 주관적인 관점에서 이해하고 분석함으로써 일반 고등학교에서 장애학생의 통합교육의 진전을 위한 기초 자료를 제공하는 데 그 목적이 있다. Q방법론에 의해 서면조사, 심층면담, 선행연구를 참고로 Q모집단을 구성한 후, 일반 고등학교 통합학급에 재학 중인 여학생 40명을 대상으로 장애학생에 대한 태도 유형을 분석하였다. 연구 결과 통합학급 일반 여고생의 장애학생에 대한 태도는 세 가지 유형으로 분류되었다. 각 태도는 1유형 비차별적 친화형, 2유형 타자화된 무관심형, 3유형 차별적 배려형으로 분석되었으며, 각 태도 유형별 특성과 차이에 대해 논하였다.

The purpose of this study was to analyze high school girl students’ attitude types toward students with disabilities in inclusive classrooms and to offer useful information for success and spread of the inclusion. The Q-methodology was used as a research method. The Q-statements of this study were 40 units. P-samples as subjects of this study were 40 high school inclusive classroom girl students in C city. As the results of the research, high school girl students’ attitude types toward students with disabilities in inclusive classrooms were classified as 3 types. The first type was labeled as Indiscriminative and Friendly Attitude type. This type girl students thought of students with disabilities as equal person, had receptive attitude toward them, and also showed positive attitude toward the inclusive education. The second type was labeled as Alienating and Indifferent Attitude type. Girl students of the second type did not consider students with disabilities as peers, and avoided interacting with them. Also they thought that inclusion was meaningless for both students with and without disabilities. The third type was labeled as Discriminative and Care-giving Attitude type. Most students of this type showed that they had to take care of students with disabilities because they had no ability to take care of themselves and lacked self-independence. They thought that the inclusion would be an important factor in improving students’ attitude toward students with disabilities and developing receptive and positive attitude as well as in removing prejudice toward students with disabilities.