The purpose of this study was to precisely analyze the reality of training of physical education teachers specialized for handicapped to make sure that the physically or mentally disabled infants are able to have the education of regular recreation programmes and physical activities from the teacher who has trained as a physical education teacher for handicapped as well as look for the henceforth reform under the theoretical basis of many previous studies which showed that experiences and the changes of living condition can affect cognitive capacity and physical capacity of physically or mentally disabled infants.
The variables used in this study consist of recognition, satisfaction and the schemes of activating the physical activities for physically or mentally disabled infants and there were 601 study participants included 200 general teachers who work at preschool institute, 163 teachers who are specialized at education for the disabled and 238 disabled infants' parents.
The methods used in this study was questionnaire method and techniques of statistics were Cluster analysis on independent variables and Crosstabs afterwards. And Oneway ANOVA was done on the examination of difference in awareness and satisfaction of physically or mentally disabled infant's physical activity as groups and when there was a slight difference, and Duncan method was used as ex-post test.
And to examine the difference between the satisfaction according to the awareness of physically or mentally disabled infants' physical activity and the scheme of activating it, pearson's correlation analysis, Enter, Stepwise and multiple regression analysis were done.
By applying the processes and methods, this study is followed by the conclusion.
A. The difference between recognition of crippled disabled infants' physical activities and their satisfaction of it
Firstly, in the difference in the recognition of crippled disabled infants' physical activities as groups, the general infant education teachers find that the special physical education is needed and teachers for physically or mentally disabled infants find activity reality as an important factor. And the parents of the disabled infants see the experiences of the teachers are important.
Secondly, the difference in the recognition of crippled disabled infants' physical activities as groups was the highest among the teachers who teach physically or mentally disabled whereas the disabled infants' parents finds statistically a little difference in satisfaction in physical activity of disabled infants.
B. The difference in the satisfaction of physical education of physically or mentally disabled infants according to the awareness of physical activity of them
Firstly, in the relationship between the awareness of physical education of physically or mentally disabled infants as groups and the satisfaction of it, the correlation in awareness of the reality their physical activities was recognized on the whole and the factor of activity realities is shown to have the highest importance among the lower ranked factors of awareness of physical education for physically or mentally disabled infants.
Secondly in the relationship between the general preschool teachers' awareness of physical education of physically or mentally disabled infants as groups and the satisfaction of it, the awareness of activity realities and the needs for them was recognized and the activity realities as the lower ranked factor in awareness of physical education for physically or mentally disabled infants was shown as the most important.
Thirdly, it was recognized that the awareness of the needs, teacher's experience, teacher itself and activity realities have correlation in the relationship between the awareness of physical education for physically or mentally disabled infants and the satisfaction of them and activity realities as the lower ranked factor in awareness of physical education for physically or mentally disabled infants and the teacher's experience were shown as the most important.
Lastly, the relationship between the parents of physically or mentally disabled infants' awareness of physical education for them showed that the activity reality and understanding of their needs were highly related and activity realities as the lower ranked factor in awareness of physical education for physically or mentally disabled infants and the awareness of the teachers were shown as the most important.
C. The schemes of activating crippled disabled infants' physical activity according to the awareness of physical activity for infants who have physical or mental handicap
Firstly, The development of programmes and re-training of teachers at specialized academy as a scheme of activating physical activity for infants who have physical or mental handicap is preferred in the relationship between awareness of physical activity for infants who have physical or mental handicap and the schemes of activating it.
Secondly, the training of physical education teachers who majored in education for infants who have physical or mental handicap through permanently established training institute and post-graduation courses are preferred in the relationship between awareness of physical activity for infants who have physical or mental handicap and the schemes of activating it.
Thirdly, the training of physical education teachers who majored in education for infants who have physical or mental handicap through permanently established training institute and physically or mentally handicapped infants' physical education major are preferred in the relationship between awareness of physical activity for infants who have physical or mental handicap and the schemes of activating it.
Lastly, the re-training of general teachers and physical education teachers who are specialized in teaching physically or mentally handicapped and the training of physical education teachers who are specialized in teaching physically or mentally handicapped in infants physically or mentally handicapped infants' physical education major are preferred in the relationship between awareness of physical activity for infants who have physical or mental handicap and the schemes of activating it among the parents who have physically or mentally handicapped infants.
D. The schemes of activating crippled disabled infants' physical activity according to the satisfaction of crippled disabled infants' physical activity
Firstly, The re-training of general teachers is preferred as a way of schemes of activation crippled disabled infants' physical activity as groups.
Secondly, The training of the teachers who majored in special education of physically or mentally handicapped children is preferred as a way of schemes of activation crippled disabled infants' physical activity among the general preschool education teachers.
Thirdly, The re-training of general teachers, the establishment of physically or mentally handicapped children's physical education major and trained teachers who majored in physically or mentally handicapped infants' physical education is preferred as a way of schemes of activation crippled disabled infants' physical activity among the teachers for special education for physically or mentally handicapped infants education teachers.
Lastly, the activation of programme and the establishment of physically or mentally handicapped children's physical education major and trained teachers who majored in physically or mentally handicapped children's physical education are preferred as a way of schemes of activation crippled disabled infants' physical activity among the parents who habe physically or mentally handicapped infants.
Study offer the basic information for the further studies about training physical education teachers who are specialized in teaching physically or mentally handicapped infants as this attempts to demonstrate the reality of the awareness, satisfaction and schemes of activating the physical activity of physically or mentally disabled infants.

본 연구의 목적은 지체장애유아를 대상으로 인지능력과 운동능력의 발달에는 경험과 생활환경의 변화가 영향을 미칠 수 있다는 많은 선행연구들로부터 도출된 이론적 근거 하에, 특수체육 속에서 특수유아 체육교육의 확고한 위상 정립과 더불어, 장애 유아도 전문적인 특수유아 체육교육을 받은 교사에게 규칙적인 놀이 프로그램등과 신체활동을 지도받기 위하여 특수유아체육교사의 양성실태에 대한 정확한 분석 및 향후 개선책을 모색하는 데 있다.
본 연구에 이용한 변수는 특수유아 체육활동 인식, 특수유아 체육활동 만족도, 특수체육지도자 양성 방안으로 구성되었으며, 조사대상자는 부산광역시 소재의 장애통합 유아교육기관 일반교사 200명, 장애전담교육기관 특수교사 163명, 지체 장애 유아 학부모 238명 총 601명으로 구성하였다.
조사방법은 질문지법을 이용하였으며, 자료분석에 필요한 통계기법은 독립변인에 대하여 군집분석(Cluster analysis)후 교차분석(Crosstabs)을 실시하였으며, 집단간 특수유아체육활동 인식과 만족도에 차이검증은 Oneway ANOVA를 실시하였고, 5%수준에서 유의한 차이가 있는 경우 Duncan 사후 검증을 실시하였다. 그리고 특수유아체육활동 인식에 따른 만족도, 특수체육지도자 양성 방안의 차이 검증은 상관분석(pearson's correlation analysis), 동시투입방식(Enter)과 단계별투입방식(Stepwise)의 다중회귀분석(multiple regression analysis)을 실시하였다.
이와 같은 방법과 절차에 따라 본 연구에서는 다음과 같은 결론을 얻을 수 있었다.
가. 집단간 특수유아 체육활동 인식과 만족도의 차이
첬째, 군집간 특수유아 체육활동에 대한 인식의 차이에서는 일반유아교사가 특수유아체육필요성 인식이 높은 것으로 나타났으며, 특수교사는 활동실태에 대한 인식이 높은 것으로 나타났다. 그리고 지체장애유아 학부모는 교사경력 인식이 높게 나타났다.
둘째, 집단간 특수유아 체육활동에 대한 만족도의 차이에서는 특수교사 집단에서 가장 높게 나타났으며, 학부모 집단에서는 특수유아 체육활동에 대한 만족도에 통계적으로 유의한 차이가 나타났다.
나. 특수유아 체육활동 인식에 따른 특수유아 체육 만족도의 차이
첫째, 집단별 특수유아 체육 인식과 만족도와의 관계에서는 집단전체는 특수유아체육활동 실태 인식과 만족도는 상관관계가 인정되었으며, 특수유아 체육 인식의 하위요인 중에서 활동실태 요인이 가장 높게 나타났다.
둘째, 일반유아교사의 특수유아 체육인식과 만족도와의 관계에서는 필요성 인식과 활동실태 인식에 상관관계가 인정되었고, 특수유아 체육 인식의 하위요인인 활동실태가 가장 높게 나타났다.
셋째, 특수교사의 특수유아 체육 인식과 만족도와의 관계에서는 필요성인식, 교사경력 인식, 교사인식, 활동실태에서 상관관계가 인정되었으며, 특수유아 체육인식의 하위요인인 활동실태 요인과 교사경력 요인이 높게 나타났다.
넷째, 지체장애유아 학부모의 특수유아 체육 인식과 만족도와의 관계에서는 활동실태와 필요성 인식에서 상관관계가 인정되었으며, 특수유아 체육 인식의 하위요인인 활동실태 요인과 교사인식 요인이 높게 나타났다.
다. 특수유아 체육활동의 인식에 따른 특수체육지도자 양성 방안
첫째, 집단전체의 특수유아 체육활동의 인식과 특수체육지도자 양성 방안과의 관계에서는 특수체육지도자 양성 방안으로 프로그램 개발 및 보급과 재교육기관의 교육을 통한 교사의 양성을 선호하는 것으로 나타났다.
둘째, 일반유아교사의 특수유아 체육활동의 인식과 특수체육지도자 양성 방안과의 관계에서는 상설연수원과 대학원과정의 재교육을 통해 특수유아 체육교사의 양성을 선호하는 것으로 나타났다.
셋째, 특수교사의 특수유아 체육활동의 인식과 특수체육지도자 양성 방안과의 관계에서는 상설연수원과 특수교육기관의 재교육, 특수교육학과를 통한 특수유아 체육교사의 양성을 선호하는 것으로 나타났다.
넷째, 지체장애유아 학부모의 특수유아 체육활동의 인식과 특수체육지도자 양성 방안과의 관계에서는 특수체육교사, 특수교사의 재교육과 특수체육학과, 특수교육학과를 통한 특수유아 체육교사의 양성을 선호하는 것으로 나타났다.
라. 특수유아 체육활동의 만족도에 따른 특수체육지도자 양성 방안
첫째, 집단전체의 특수유아 체육활동의 만족도에 따른 특수체육지도자 양성 방안에서는 일반교사의 재교육을 통한 교사양성을 선호하는 것으로 나타났다.
둘째, 일반유아교사의 특수유아 체육활동의 만족도에 따른 특수체육지도자 양성 방안에서는 특수교육학과에서의 교사양성을 선호하는 것으로 나타났다.
셋째, 특수교사의 특수유아 체육활동의 만족도에 따른 특수체육지도자 양성 방안에서는 일반교사의 재교육, 특수유아 체육학과 신설, 특수체육학과에서의 교사양성을 선호하는 것으로 나타났다.
넷째, 지체장애유아 학부모의 특수유아 체육활동의 만족도에 따른 특수체육지도자 양성 방안에서는 프로그램의 활성화가 가장 높게 나타났으며, 특수유아 체육학과의 신설을 통한 교사양성을 선호하는 것으로 나타났다.
본 연구는 지체장애유아의 특수유아 체육활동에 대한 인식과 만족도 및 체육지도자 양성 방안에 관한 실증적 연구로서 처음 시도되어진 만큼, 특수유아 체육교사의 양성에 관한 연구에 기초적인 정보를 제공하였다고 할 수 있겠다.