본 연구는 통합교육에 관한 중등과정 음악교과목 예비교사들의 인식을 알아보고자 실시되었다. 이를 위해 서울시에 위치한 3개 교육대학원의 학생 83명이 참여하였다. 설문지 조사방법이 사용되었으며, 설문지는 장애 유형에 따른 인식조사, 통합교육에 대한 우려, 음악교과목 통합교육에 대한 인식조사로 구성되었다. 연구결과에 따르면 다른 학생에게 위해를 가하거나 활동에 지장을 주는 장애학생과의 통합에 부정적인 인식이 강했고, 내성적이거나 학습 성취도가 1년 정도 낮은 학생과의 통합에 긍정적이었다. 예비교사들은 자료나 교구 등의 부족을 가장 우려하고 있었고, 이에 비해 통합교육 교사에게 주어지는 보상에는 큰 우려를 나타내지 않았다. 본 연구는 이러한 연구 결과를 바탕으로 통합음악교육의 발전과 성공적인 실천을 위한 방안들을 제시하였다.
The purpose of this article was to examine the perceptions of secondary pre-service music teachers about inclusive education. Total 83 music education majors in a masters program at three graduate schools participated in the study. Data were gathered through a three-part Questionnaire to identify music educations majors` attitude and concern for general inclusive education and inclusive music education. The result showed that the participants were more willing to include students who shy and withdrawn and whose academic achievement was I year below than others. However less agreeable to including students with communication problems and behavioral problems. The participants indicated that they were more concern about whether sufficient resources and special teachers were provided in classes. They were less concerned about the incentives to teach inclusive classes and their own performance as a teacher. The perceptions of participants about inclusive music education were identified: 1) inclusive music education had positively affect to both the disabled and non-disabled, 2) participants were willing to take inclusive music education programs. In addition, personal opinions were suggested. From the results, the followings are suggested for inclusive music education development. First, concrete and specific teaching strategies and educational planning should be offered in teacher education and pre-service teacher education programs. Second, sufficient music academic resources, materials and the teaching assistant were needed. Third, the understandings of peoples including administrators, disabled students, non-disabled students, parents with regard to inclusive education was necessary. Last, music educators and special educators should cooperate to develop inclusive education.