통합교육은 “특수교육대상자의 정상적인 사회적응능력 발달을 위하여 일반학교에서 특수교육대상자를 교육하거나, 특수교육기관의 재학생을 일반학교의 교육과정에 일시적으로 참여시켜 교육하는 것”이다(특수교육진흥법, 1994). 이러한 통합교육은 특수한 교육적 필요를 가진 학생들과 일반학생들을 동일한 교육시설에서 각각의 학생들에게 필요한 교육환경과 내용을 제공함으로써 교육의 효과를 높이고 궁극적으로 함께 더불어 살아가는 자연스러운 사회를 만들어 가는 것을 의미하고 있다(김남순, 2004). 또한 일반학생에게는 장애학생을 이
The purpose of this study is to analyze elementary students\'s receptive attitude toward inclusive physical education lessons. The subject of this study were 347 students of 3-6 grades living in Gyeonggi Province. The questionnaire used in the study was modified CAIP-R developed by Block(1995), PEATID-Ⅲ developed by Rizzo(1988), PEATH developed by Ennis & Hopper(1988), and The youth\'s attitude toward inclusive physical education developed by Kwang-Jin Oh(2001). The reliability of questionnaire was Cronbach\'s a = .801∼.891. For data ananlysis one-way ANOVA and MANOVA were used. The results of this study are as follows. First, Students\' accepting-attitudes and effect-recognition attitudes were significantly different according to gender. Second, Students\' accepting-attitudes and school-environment attitudes were significantly different according to grade. Third, Students\' accepting-attitudes, effect-recognition attitudes and school-environment attitudes were significantly different according to they experienced the inclusive physical education. Forth, Students\' accepting-attitudes and effect-recognition attitudes were not significantly different according to friends and relatives with disabilities. ※ Key words : Inclusive physical education, Receptive Attitude
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 제언 참고문헌 ABSTRACT
