본 연구는 초등학교 통합학급 담임교사들의 지원요구를 조사함으로써 일선 교육현장에서 통합교육의 성공적인 실행을 도모하고자 하는 목적으로 이루어졌다. 이를 위해 D광역시 소재 초등학교의 통합학급 담임교사 120명에게 5개의 지원유형별로 총25개 문항에 대하여 설문하였다. 설문 조사에 따라 교사 집단을 성별, 연령, 통합학급 담당경력, 특수교육 관련 연수경험 등에 따라 분류하고, 각 교사 집단이 나타낸 문항별, 지원유형별 지원요구에 대하여 비교․분석한 결과는 다음과 같다. 첫째, 지원유형별로 인적자원, 교사 훈련 및 교육, 조직풍토에 대한 지원요구 등이 높았으며, 문항별로는 통합학급 또래의 지원, 기관장의 정서적 배려 및 긍정적인 마인드, 장애아동 행동지도 기술 훈련, 특수학급 교사의 협력 등의 지원요구가 높았다. 둘째, 교사집단별로 통합학급 담당 경력과 특수교육 관련 연수 및 자격 여부에 따라 지원요구에 있어 통계적으로 유의한 차이가 컸다. 결론적으로 성공적인 통합교육을 위해서는 관련 인적자원들의 협력적 지원과 교장을 비롯한 학교 조직 풍토의 변화가 필요하며, 통합학급 담임교사를 위한 훈련 및 연수가 지속적으로 제공되어야 할 것이다.
The purpose of this study was to promote the successful implementation in the inclusive education on the first-line educational field by surveying a demand for support in homeroom teachers of the inclusive classroom at elementary school. For this, the questionnaire with totally 25 items by 5 support types was conducted to 120 homeroom teachers of the inclusive classroom at elementary school where is located in D metropolitan city. According to questionnaire research, The teacher group was classified by gender, age, career in charge of the inclusive classroom, and training experience related to special education. The support demand by item and by support type, which each teacher group indicated, was comparatively analyzed. The results were as follows: First, by support demand, the support demand for human resources, teacher training & education, and organizational climate was high. By item, the support demand was high for a support for peers in the inclusive classroom, for emotional consideration and positive mind in institutional director, for the behavioral guidance and technical training of the children with disabilities, and for cooperation in a special-class teacher. Second, by teacher group, the support demand had great significant difference depending on career in charge of the inclusive classroom and on appearance of training and qualification related to special education. In conclusion, aiming at the successful inclusive education, there is necessity for the cooperative support in the relevant human resources and for a change in climate of school organization including a school principal. Training and study for homeroom teachers of the inclusive classroom should be continuously offered. * Shinam elementary school Key words : elementary school inclusive classroom, homeroom teachers\' perception, teacher supporting factor
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논 의 Ⅴ. 결론 및 제언 참고문헌
