본 연구는 통합학급 교사의 장애학생에 대한 관계 인식은 장애학생 및 교사의 특성에 따라 어떠한 차이가 있으며, 이러한 관계 인식이 장애학생의 사회적 참여 및 동료 괴롭힘과의 관계는 어떠한 지 알아보고자 수행하였다. 이 연구에는 중ㆍ고등학교 통합학급 교사 152명이 참여하였으며, 연구 도구는 Cook(2001)의 교사의 학생에 대한 관계 인식 척도, Koster 등(2008)의 사회적 참여 척도 그리고 Holzbauer(2008)의 장애학생 괴롭힘 척도를 활용하였다. 본 연구의 결과에 따르면 통합학급 장애학생에 대한 교사의 관계 인식은 장애학생의 성별, 학력, 의사소통능력 및 자기 표현력에 따라 차이를 보이며, 교사의 관심 영역에 속하는 장애학생은 학급 내 사회적 참여 정도가 높고, 동료에 의해 괴롭힘을 당하는 정도가 낮은 것으로 나타났다. 이러한 연구 결과를 고려할 때 효율적인 통합교육을 실천하기 위해서는 통합학급 교사의 장애학생에 대한 관계 인식 개선이 필요하며, 이러한 관계 인식 개선의 방안으로 통합학급 전문 교사 자격 제도의 도입 등을 제시하였다.

The purpose of this study is to identify differences in relation between inclusive class teachers and disabled students based on characteristics of both and association of recognition of the relation with social participation and peer bullying of disabled students. The subjects of this study were 152 teachers of inclusive class in middle and high schools. The research tools used in this study included the Scale of Relation between Teachers and Students by Cook (2001), the Scale of Social Participation by Koster et al. (2008), and the Scale of Disabled Student Bullying by Holzbauer (2008). As for the results of this study, characteristics of teachers and disabled students based on relation types of inclusive class teachers and disabled students were analyzed and social participation and relation with peer bullying of disabled students were analyzed and presented. As for discussion and conclusion, it is needed to improve relation between inclusive class teachers and disabled students as a method of effective management of inclusive class, and introduction of certification system for professional inclusive class teachers as a measure to improve the relation.

The purpose of this study is to identify differences in relation between inclusive class teachers and disabled students based on characteristics of both and association of recognition of the relation with social participation and peer bullying of disabled students. The subjects of this study were 152 teachers of inclusive class in middle and high schools. The research tools used in this study included the Scale of Relation between Teachers and Students by Cook (2001), the Scale of Social Participation by Koster et al. (2008), and the Scale of Disabled Student Bullying by Holzbauer (2008). As for the results of this study, characteristics of teachers and disabled students based on relation types of inclusive class teachers and disabled students were analyzed and social participation and relation with peer bullying of disabled students were analyzed and presented. As for discussion and conclusion, it is needed to improve relation between inclusive class teachers and disabled students as a method of effective management of inclusive class, and introduction of certification system for professional inclusive class teachers as a measure to improve the relation.

inclusive education, social participation, bullying