장애학생을 위한 휴업일 여가활동 지원에 대한장애학생 부모와 특수학교 교사의 태도 비교

The study on parents of children with disabilities and special school teachers' attitudes toward leisure activities support during non-school days for students with disabilities

본 연구는 장애학생의 휴업일 여가활동 지원체제를 구축하기 위한 선행연구로 수행되었다. 전국의 특수학교와 특수학급을 무선표집하여 장애학생 부모 906명과 특수학교 교사 1,035명의 설문결과를 분석하였다. 설문지는 장애학생의 휴업일 여가활동 지원 실태, 지원 요구, 그리고 지원 방안으로 유목화 하여 31개 문항으로 구성되었다. 장애학생을 위한 휴업일 여가활동의 지원 실태에 있어서는 장애학생 부모보다 특수학교 교사가 상대적으로 부정적이었다. 지원 요구에 대한 태도는 부모가 교사보다 상대적으로 적극적이며, 그리고 지원 방안에 대해서는 부모집단이 교사집단에 비해 상대적으로 적극성을 보였다. 결과적으로 본 연구에서는 장애학생 휴업일 여가활동 지원에 대한 태도 차이가 부모와 교사의 시각에 따라 달라질 수 있음을 제시하고 있다. 그러나 장애학생 부모와 특수학교 교사는 동일하게 장애학생을 위한 휴업일 여가활동 지원체제의 구축에 대한 필요성과 적극성을 나타냈다.

Today the philosophy of inclusion is a radical trend in the field of special education. However the true meaning of the inclusion is not only educational effects but also social effects for the children with disabilities. Leisure activities are an important factor to support for effective inclusion either education and society in the meaning to suggest similar experiences in the life itself. The purpose of this study was to compare the parents of children with disabilities and special school teachers' attitudes toward leisure activities support during non-school days for students with disabilities. A questionnaire with thirty one questions was developed for this study. Nine hundred and six parents of children with disabilities and one thousand and thirty five special school teachers were participated. The results of this study were that: (a) the special school teachers' attitudes toward leisure activities in a support situation during non-school days for students with disabilities were more negative than those of the parents of children with disabilities; (b) the parents of children with disabilities expressed more positive attitudes toward leisure activities in support needs during non-school days for students with disabilities than those of the special school teachers; and (c) the parents of children with disabilities required more powerful attitudes toward leisure activities support plan during non-school days for students with disabilities than those of the special school teachers. Therefore this study concluded that the parents of children with disabilities and special school teachers' attitudes toward leisure activities support during non-school days for students with disabilities were different depending on the group's experience and their duty. However it is no doubt the two groups want to make a strong plan to support the leisure activities during non-school days for students with disabilities.