초록 열기/닫기 버튼
본 연구는 통합 환경인 일반학교에서 자폐스펙트럼장애학생들과 함께 교육받는 중학생과 고등학생들의 인식 및 수용정도에 대해 알아보고, 통합교육의 현장에 활용될 수 있는 기초자료로 제공하고자 실시하였다. 이를 위해 광역시 A와 B, 중소도시 C의 총 9개 중·고등학교에 재학 중인 일반학생 1073명을 대상으로 설문조사를 실시하여 자료를 수집하였다. 수집된 자료는 기술통계, 빈도분석, 독립변인 t-검정, 일원배치분산분석, 요인분석, 상관분석, 신뢰도를 분석하여 자료를 처리하였으며 결과를 도출하였다. 연구의 결과는 첫째, 중·고등학생의 자폐스펙트럼장애에 대한 신경생물학적 특성을 인식하고 있었지만 일반적 특성과 학업수행 특성에 대해서는 구체적으로 인식하지 못하였고, 중학생과 고등학생의 인식차이는 있었다, 둘째, 자폐스펙트럼장애학생에 대한 특별한 경험은 적었으며, 일반적인 수용과 장점수용은 낮게 나타났다. 또한 중학생과 고등학생의 특별한 경험에 대한 차이는 있었지만 일반적수용과 장점수용에는 차이가 나타나지 않았다. 이러한 결과를 바탕으로 논의하였으며 통합교육의 대상자인 일반학생과 자폐스펙트럼장애학생을 위해 교육의 환경을 질을 개선하기 위한 시사점을 제시하였다.
This study was conducted to analyze the degree of perceptions and acceptances of students who study in inclusive classrooms of the middle and high school where students with an autism spectrum disorder were integrated and to provide the results of this analysis as basic materials that can be used in the field of inclusive education. To do this, a questionnaire was distributed to 1073 students of the nine general middle and high schools in A and B Metropolitan City and C City, and the collected data were analyzed through descriptive statistics, frequency analysis, independent variables t-test, one way ANOVA, factor analysis, correlation analysis, and reliability analysis. The obtained results were as follows: First, students of the general middle and high school had recognized the neurobiological characteristics for autism spectrum disorder, but had not specifically recognized the general characteristics and the academic performance characteristics. And there were perceptions' differences of the neurobiological and academic performance characteristics between the middle and high school students. Second, there were a little special experience for students with autism spectrum disorder, and the general acceptance and the advantages accommodate for autism spectrum disorder were lower. There were differences in special experience of the middle and high school students, but no differences in the general acceptance and the advantages accommodate. Based on the discussions of these results, it was presented the lessons to improve the quality of education and the educational environment for the general students and students with autism spectrum disorder.
키워드열기/닫기 버튼
inclusive education, students of middle school, students of high school, students with autism spectrum disorder, perceptions, acceptances
