통합교육에 대한 초등학교 통합학급 교사의 태도 유형 분석

A Subjectivity Study on the Attitude of Elementary School Inclusive Classroom Teachers on the Inclusion for Children with Disabilities

이 연구는 초등학교 통합학급 교사의 통합교육에 대한 태도 유형을 주관성 연구방법(Q방법론)에 의해 알아보았다. 연구대상은 경남에 위치한 초등학교 통합학급 교사 28명이었으며, 통합교육에 대하여 교사들의 주관적인 관점에서 유형을 분석한 결과 3가지 유형으로 분석되었다. 세 유형 중 1유형이 통합교육에 대한 초등학교 통합학급 교사들의 태도를 가장 많이 설명하고 있었다. 각 유형별 교사들의 답변에 대하여 긍정적 동의와 부정적 동의를 보인 진술문과 개인별 의견을 토대로 각 유형의 특성을 분석하여 명명화 하였으며, 유형별 차이와 특수교육에의 함의점 등에 대하여 논의하였다.

The purpose of this study was to analyze the structural pattern on the attitude of elementary school inclusive classroom teachers on the inclusion for children with disabilities. The Q-methodology was used for research because this method is useful for analyzing subjectivity like as individual value, attitude, belief and image. The Q-population of this study was 38 units got from previous study and P-sample was collected from elementary school inclusive classroom teachers working in Gyeongnam province. The analyzing population were 28 that is, female 24 and male 4. As a result of analyze, the attitude of elementary school inclusive classroom teachers on the inclusion for children with disabilities were constituted in 3 types. The first type was labeled the ideational affirmative type. They show neutral attitude toward the overall inclusive education. The second type was labeled the negative confrontation type. They thought inclusion is meaningless in the special children or the general children. They show the most negative attitude, as they should need more patience and spend much more time in special education. The third type was labeled the practical confrontation type. They considered that the inclusion is very important factor, but, in fact, improving and developing instructor's teaching skills and abilities, with the conditions surrounding the educational environment, are the most vital element.