統合保育에 대한 態度와 障碍要因認識에 관한 硏究

Abstract

The purpose of this study is to survey the teachers (operator, special teachers and assistant teachers included) working for the handicapped and normal preschool children's houses in Seoul for their perception of the desegregated education and determine the effects of teachers' demographic variables (ex. age, attitude towards handicapped people, etc.,) on their attitude towards the desegregated education. The results of this study can be summarized as follows: Teachers' attitude towards the desegregated education seemed to be relatively neutral. Teachers were most positive towards the sub-factor of "teachers' efforts" among those affecting the desegregated education and next most positive towards the sub-factor of "need of desegregation". However, they were negative towards such sub-factors as "professionalism of ordinary nursing teachers" and "learning effects". On the other hand, many teachers were sympathetic with the handicapped people, but their basic attitude towards the handicapped people needs to be changed much. As a result of surveying teachers for their attitude towards the handicapped people depending on their demographic variables, it was found that their attitude was significantly affected by such variables as "career", "experience of nursing severely handicapped children", "training on special education" and "quality of nursing programs". To be more specific, teachers' perception of "need of desegregation" or "teachers' efforts" differed significantly depending on their age, and their "expectation of handicapped children's behaviors" differed significantly depending on their experience of nursing severely handicapped children. In particular, such variables as "training on special education" and "quality of nursing program" were almost absolutely influential. The variables affecting teachers attitude towards desegregation education most were "training on special education" and "quality of nursing program" and "general attitude towards handicapped people". Whereas "training on special education" most affected such perceptions of teachers as "need of desegregation", "teachers' efforts", "learning effects" and "expectation of handicapped children's behaviors" in their order, "quality of nursing program" most affected "need of desegregation", "professionalism of teachers", "learning effects" and "expectation of handicapped children's behaviors" in their order. Teachers indicated five-fold problems as obstacles to the desegregated education; little concern about desegregated education, lack of ordinary teachers' professionalism for handicapped children's education, poor underdeveloped desegregation education programs, negative attitude towards handicapped children, and lastly larger number of children per teacher. Based on the above findings, the following suggestions are put forwards to improve teachers' attitude towards the desegregated education and remove the obstacles to the desegregation education. In order to help the teachers have more positive attitude towards the desegregation education, it will be necessary to create a favorable environment for the teachers; to do so, relevant codes (Preschool Children Education Code and Special Education Promotion Code) need to be overhauled to oblige not only the ordinary teachers but also the facility operators and assistant teachers undergo the special training on such subjects as handicapped people's welfare and thereby, provide the incentive in promotion for the teachers who have undergone such training programs. On the other hand, the programs for the desegregated education seem to be still poor. So, it is deemed necessary to establish a "Program Committee" comprising government representatives (Health & Welfare Ministry, Education and Human Resources Ministry, etc.,) and private professionals, who will develop and distribute the programs for the desegregation education. In addition, a nursing program contest may well be held for the children's houses to help enhance the quality of programs. To this end, region-wide nursing committees are expected to cooperate with such contests. The obstacles to the desegregated education is not just teachers' attitude. The lack of their professionalism is one of the serious obstacles. Since the desegregated education needs to depend on the leadership of ordinary teachers as well as special ones, it will be necessary to introduce desegregation-related curriculum into the current nursing teachers' training program. The curriculum needs to include field practices to help the candidate teachers acquire the sense of reality as well as practical theories.