장애통합어린이집에서의 장애전담교사와 일반교사의 통합교육에 대한 인식비교

Comparison of Recognition for the Inclusive Childcare between Handicapped Childcare Teacher and Unhandicapped Childcare Teacher at the Disabled Daycare Centers

본 연구는 장애통합어린이집에서의 장애전담교사와 일반교사의 통합교육에 대한 인식과 차이를 비교하여 장애통합어린이집의 통합교육을 위한 방안을 모색하고자 서울, 경기도 소재 장애통합어린이집의 장애전담교사 204명과 일반교사 184명을 대상으로 설문조사 후 SPSS 23.0 프로그램을 사용하여 처리, 분석하였다. 분석한 결과, 통합교육 발전을 위한 개선방안, 통합교육에 관한 관심과 필요성, 통합교육을 실시하는 어린이집 준비도, 통합교육의 효과성 순으로 높게 인식하였고 일반교사들의 경우 개선방안, 통합교육을 실시하는 어린이집 준비도, 통합교육에 관한 관심과 필요성, 통합교육의 효과성 순으로 높게 인식하였다. 또한 장애통합 어린이집에서의 장애전담교사와 일반교사의 통합교육에 관한 인식 차이를 분석한 결과, 장애전담교사가 일반교사보다 통합교육에 대한 관심과 필요성, 효과성, 개선방안에 높게 인식하였다. 그렇지만, 통합교육을 위한 어린이집 준비도에서는 유의미한 차이가 없었다.

The purpose of this study is to investigate the methods for the integration education of Disability integration childcare centers by comparing between the handicapped childcare teacher and unhandicapped childcare teachers awareness and differences for integration education. This targets were used to final analyze with 204 handicapped childcare teachers and 184 unhandicapped childcare teachers among disability integration childcare centers running the handicapped child classroom located in Gangnam, seoul. The collected survey analyzed by using The SPSS 23.0 program. To sum up this study results are as follows. First, according to analyze the results of all around awareness of handicapped childcare teachers at the disability integration childcare centers, it is highly recognized in this order the improvement plan for developing the integration education, attention and necessity for the integration education, preparation of education center running the integration education, effectiveness of the integration education. Second, according to analyze the results of all around awareness of unhandicapped childcare teachers at the disability integration childcare centers, it is highly recognized in this order the improvement plan, preparation of education center running the integration education, attention and necessity for the integration education, effectiveness of the integration education. Third, according to analyze the results of all around the meaningful differences to integration education between handicapped childcare teachers and unhandicapped childcare teachers at the disability integration childcare centers, the handicapped childcare teachers recognize higher than the unhandicapped childcare teachers to the attention and necessity, effectiveness, improvement plan to the integration education. But it comes the results that there is no meaningful differences in the preparation of childcare centers for the integration education.