장애유아 통합교육에 대한 학부모 인식 및 요구 조사 : 공립유치원 특수학급 및 특수학교 유치부 부모를 중심으로 = (A) Research study on the Understanding and Demand of Mainstreaming for the Parents of Children with Disabilities : Focused on Parents of Children Enrolled in the Special Classes of Public Kindergartens and in the Preschool Classes of Special Schools

국문 초록 (Abstract)

본 연구는 장애유아를 통합교육기관에 보내는 학부모와 통합교육을 실시하지 않는 조기특수교육기관에 보내는 학부모를 대상으로 이들 부모의 통합교육에 대한 인식과 요구에 어떤 차이가 있는지 알아 보는데 연구의 목적이 있다.
이와 같은 목적에 따른 연구문제는 다음과 같다.
1. 통합교육에 대한 장애유아 학부모의 인식은 교육기관의 형태에 따라 어떠한 차이가 있는가?
2. 통합교육에 대한 장애유아 학부모의 요구는 교육기관의 형태에 따라 어떠한 차이가 있는가?
본 연구에서는 위와 같은 내용을 알아보기 위해 서울특별시 교육청 산하 11개 지역교육청 관내 통합교육을 실시하고 있는 유아교육기관(공립유치원 특수학급)의 학부모 87명과 통합교육을 실시하지 않는 조기특수교육기관(공·사립 특수학교 유치부) 학부모 94명을 대상으로 통합교육에 대한 인식과 요구를 알아보기 위해 질문지를 사용 하였다. 통합교육의 이해 및 인식에 관한 설문지는 통합교육에 대한 일반적 의견, 통합교육시 부모교육, 통합교육이 일반유아에게 미치는 영향, 통합교육이 장애유아에게 미치는 영향, 통합교육의 방법, 통합교육 실시상의 문제점등 6개의 하위영역으로 구성되어 있다. 또한 통합교육에 대한 요구를 알아보기 위해 사용된 설문지는 교사 관련 요구, 교육 프로그램 관련 요구, 시설·설비 관련요구, 제도 및 행정적 지원요구, 지역사회 자원의 활용에 대한 요구등 5개의 하위영역으로 구성 하였다.
조사결과 처리에서 통합교육의 이해 및 인식에 관한 부분은 기관별 차이를 알아보기 위하여 spss/pc 프로그램을 이용하여 χ^(2) 검증을 하였고, 통합의 요구 부분은 하위영역별로 t검증을 하였다.
본 연구의 결과는 다음과 같다.
1. 통합교육에 대한 장애유아 학부모의 인식
1) 통합교육에 대한 일반적 의견 통합교육의 필요성에 대해서는 조기특수교육기관 학부모들보다 통합교육기관의 학부모가 더많이 인식하고 있었으며, 장애유아와 일반유아가 동일한 교육환경 속에서 동일한 교육을 받아야 한다는 교육이념에 대해서는 두 기관 학부모 모두 찬성하는 것으로 나타났다.
장애유아 학부모가 인식하는 일반 학부모의 장애유아에 대한 관심을 묻는 질문에서 통합교육기관의 학부모는 '무관심', 조기특수교육기관의 학부모는 '거부한다'가 가장 높게 나타났다.
2) 통합교육시 부모교육
부모교육의 필요성에 대해서는 두 기관 학부모 모두 긍정적으로 인식하고 있었으며, 부모교육의 참가의사 여부에 대해서는 통합교육기관의 학부모는 '적극참가' 조기특수교육기관의 학부모는 '참가하겠다'고 응답 하였다.
적합한 부모교육의 방법으로는 두 기관 학부모 모두 교육기관에서 운영하는 '학부모교실' 이라고 응답하였으며, 부모교육의 내용에 대해서는 두 기관 학부모 모두 '생활 적응력 향상을 위한 교육' 이라고 응답 하였다.
3) 통합교육이 일반유아에게 미치는 영향
통합교육이 일반유아에게 미치는 긍정적 영향에 대해 두 기관 학부모 모두 '장애인에 대한 거부감이나 편견을 갖지 않기 때문' 이라고 하였으며, 통합교육이 일반유아에게 미치는 부정적인 영향으로는 두 기관의 학부모 모두 '산만한 교실 분위기' 를 지적 하였다.
4) 통합교육이 장애유아에게 미치는 영향
통합교육이 장애유아에게 미치는 긍정적 영향에 대해 두 기관의 학부모 모두 '장애유아의 사회성 발달' 이라고 하였으며, 부정적인 영향으로는 '장애유아가 놀림이나 괴롭힘을 당하는 것' 이라고 인식하고 있었다.
5) 통합교육의 방법
통합교육이 가능한 장애정도에 대한 질문에서는 두 기관 학부모 모두 '신변처리가 가능하고 지시수행이 가능한 정도' 라고 인식하고 있었다. 또한 효과적인 통합교육의 시기에 대해서는 두 기관 학부모 모두 '유치원때 부터' 라고 인식하고 있는 것으로 나타났다.
통합교육의 운영형태에 대해서는 통합교육기관의 학부모는 '일반학교의 일반 학급' 이라고 응답하였으며 조기특수교육기관의 학부모는 '일반학교의 특수학급' 이라고 응답 하였다.
통합교육시 학급당 적정 장애유아수는 두 기관 학부모 모두 2명이 적당하다고 응답하였으며, 통합교육시 효과적인 학급구성 방법에 대해서도 두 기관 학부모 모두 '일반학급에서 장애유아와 일반유아를 섞어서 소집단으로 구성' 해야 한다고 인식하고 있었다.
6) 통합교육의 문제점
통합교육 실시의 가장 큰 어려움으로 두 기관 학부모 모두 '장애유아에 대한 주변인식의 부족' 을, 가장 시급히 해결해야 할 문제로는 '통합교육 의무적 실시에 대한 법적 제도 마련' 을, 통합교육시 학급에서의 가장 큰 문제점으로는 '장애유아 방치' 를 지적 하였다.
2. 통합교육에 대한 장애유아 학부모의 요구
통합교육기관의 학부모들과 조기특수교육기관 학부모들 간에 통합교육에 관한 요구에서 교사 관련 요구, 시설·설비 관련요구, 제도적, 행정적 지원 요구는 조기특수교육기관 학부모의 요구가 더 높게 나타났다. 반면에 교육 프로그램 관련 요구, 지역사회 자원의 활용에 대한 요구에 있어서는 통합교육기관 학부모들의 요구가 더 높은 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was investigate what difference there was in the understanding and demand of their mainstreaming for both the parents of children with disabilities enrolled in the mainstreaming institution and the parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming children with disabilities.
For this purpose, the study questions were set as follows:
1. How does the understanding of the parents of children with disabilities on mainstre aming vary according to the forms of educational institutions.
2. How does the demand of the parents of children with disabilities on mainstreaming vary according to the forms of educational institutions.
To investigate the above study questions, this study conducted the questionnaire research to inquire into the understanding and demand of their mainstreaming for 87 parents sending their children with disabilities to the mainstreaming education institutions(special classes of the public kindergarten) and 94 parents sending their children with disabilities to the special early-childhood educational institutions not mainstreaming children(preschool department of the private/public special school). Those educational institutions were located within the jurisdiction of 11 local offices of education under the control of the Seoul Metropolitan Office of Education. The questionnaire relating to the understanding of mainstreaming was made up of 6 sub-domains such as: the general opinion of mainstreaming; parental training needed in mainstreaming children; the effect of mainstreaming on normal children; the effect of mainstreaming on children with disabilities; the method of mainstreaming; and the problem with the implementation of mainstreaming. The questionnaire to investigate the demand for mainstreaming by handicapped children's parents was made up of 5 sub-domains such as teacher-related demand, demand relating to the educational program, the demand relating to facility and equipment, demand for institutional and administrative support, and demand for the practical use of local community resources.
In processing data from the questionnaire research, the chi-square test was conducted using the SPSS/PC program in order to investigate the variation on the understanding of mainstreaming by the parents of children with disabilities between educational institutions. The t-test was conducted by sub-domain to investigate the variation on the demand of the parents of children with disabilities for mainstreaming between educational institutions.
As a result, the following findings were obtained:
1. The Understanding of Mainstreaming by the Parents of Children with disabilities
1) The General View of Mainstreaming
Parents of children with disabilities enrolled in the mainstreaming institution had the higher understanding of the need for mainstreaming than those of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming children with disabilities. It was found that all parents sending their children with disabilities to both types of educational institutions agreed on the educational ideology that both children with disabilities and children without disabilities should be provided with an equal educational opportunity under the same educational environment.
Respondents were asked the question of how children with disabilities' parents understood the interest parents of children without disabilities had in children with disabilities. It was found that parents of children with disabilities enrolled in the mainstreaming institution responded that they showed the highest level of 'indifference to children with disabilities', whereas parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming children with disabilities responded that they showed the highest level of 'refusing children with disabilities'.
2) Parental Training Needed in Mainstreaming Children
Parents of children with disabilities enrolled in both educational institutions showed the positive understanding of the need for parental training. As for the question of whether they were willing to participate in parental training, parents of children with disabilities enrolled in the mainstreaming institution responded that they would 'take an active part in it' and parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming responded that they would 'participate in it'.
As for the proper parental training method, all parents enrolled in both educational institutions responded that it would be the 'classroom for children's parents operated by the educational institution. As for the content of parental training, all of parents on both sides responded that it should be 'training for improvement of adaptability to life'.
3) The Effect of Mainstreaming on Children without disabilities
As for the positive effect of mainstreaming on children without disabilities, all of parents on both sides responded that it was due to 'no repugnance and prejudice against handicapped persons'. As for the negative effect of mainstreaming on children without disabilities, they pointed out that it was due to 'inattentive class atmosphere'.
4) The Effect of Mainstreaming on children with disabilities
As for the positive effect of mainstreaming on children with disabilities, all of parents on both sides responded that it was 'their development of sociality'. As for the negative effect of mainstreaming on children with disabilities, they understood that it was 'children with disabilities being teased and bullied'.
5) The Method of Mainstreaming
As for the question relating to the degree of disability capable of mainstreaming children with disabilities, all parents of their children with disabilities in both educational institutions understood that it was 'the degree of their ability to take care of themselves and carry out instructions'. It was found that they understood that the time of effective mainstreaming time should be 'from the kindergarten days'.
As for the operating form of mainstreaming, parents of children with disabilities enrolled in the mainstreaming institution responded that it should be 'the form of regular class at the regular school', whereas parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming responded that it was 'the form of special class at the regular school'.
As for the proper number of children with disabilities per class in mainstreaming, all parents of children with disabilities enrolled in both educational institutions responded that it was 'two children with disabilities'. As for the method of effective class organization in mainstreaming, all of parents on both sides understood that it should be the 'small-group organization of involving and children with and without disabilities at the regular class'.
6) The Problem of Mainstreaming
It was pointed out that the greatest problem in mainstreaming children with disabilities was 'the lack of people's understanding of children with disabilities, the most urgent problem was 'establishment of the legal arrangement for mandatory mainstreaming of children with disabilities, and the greatest problem at the class relating to mainstreaming was 'leaving children with disabilities alone'.
2. The Demand of the Parents of Children with Disabilities for Mainstreaming
An attempt was made to investigate the variation in the demand for mainstreaming between parents of children with disabilities enrolled in mainstreaming education institutions and parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming. As a result, it was found that parents of children with disabilities enrolled in the special early-childhood educational institutions without mainstreaming showed the higher level of teacher-related demand, demand for facility and equipment, and institutional and administrative demand. On the other, parents of children with disabilities enrolled in mainstreaming education institutions showed the higher level of demand for the educational program and demand for the practical use of local community resources.

목차 (Table of Contents)

• 논문개요 = ⅰ
• 목차 = ⅴ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 연구의 제한점 = 5
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 통합교육의 개념 = 7
• 2. 통합교육의 기본 조건 = 9
• 3. 통합교육의 효과 = 18
• 4. 통합교육에 관한 학부모 인식의 선행 연구 = 23
• Ⅲ. 연구방법 = 27
• 1. 연구대상 = 27
• 2. 연구 도구 = 29
• 3. 연구절차 = 33
• 4. 자료처리 = 34
• Ⅳ. 결과 및 해석 = 35
• 1. 통합교육에 대한 장애유아 학부모의 인식 = 35
• 2. 통합교육에 대한 장애유아 학부모의 요구 = 60
• Ⅴ. 논의 및 결론 = 63
• 1. 논의 = 63
• 2. 결론 및 제언 = 70
• 참고문헌
• ABSTRACT
• 부록 장애유아 통합교육에 관한 학부모 설문지