-본 연구는 통합학급의 유형에 따른 아동들의 학급풍토 지각과 학급공동체 의식의 차이를 살펴보고자 하였으며, 일반학급 아동 123명, 시간제 통합학급 아동 123명, 전일제 통합학급 아동 124명(총 370명)을 대상으로 학급풍토 지각 설문지 및 학급공동체 의식 설문지를 통하여 조사하였다. 본 연구를 통해 얻은 결론은 다음과 같다. 첫째, 장애아동이 포함되지 않은 일반학급과 장애아동이 포함된 통합학급 구성원들의 학급풍토에 대한 지각은 차이가 있다. 특히, 구성원간의 긍정적인 경쟁의식이나 집단 수업에 대한 인식은 통합학급 구성원이 일반학급 구성원에 비해 더욱 높은 것을 알 수 있다. 둘째, 장애아동이 포함되지 않은 일반학급과 장애아동이 포함된 통합학급 구성원들의 학급공동체 의식은 차이가 있다. 특히, 소속감이나 공동체 생활에서의 욕구충족, 협동의식, 준법 정신, 공동체 구성원간의 정서적 연계 등이 일반학급 구성원에 비해 통합학급 구성원이 높은 것으로 나타났다. 셋째, 통합학급의 학급풍토와 학급공동체 의식은 밀접한 상관관계가 있다. 통합학급 구성원이 지각한 자신의 학급풍토는 대인관계 및 상호영향력에 영향을 주며, 심리적인 연계와 공동과제 해결 및 목표 달성과 밀접한 관련이 있다는 것을 밝혔다. 이러한 결론을 통해 통합교육의 현장에 대한 몇 가지 제언을 하면, 다음과 같다. 첫째, 통합학급의 구성원이 지각하고 있는 학급풍토와 학급공동체 의식에 대한 보다 깊이 있는 후속연구가 필요하다. 둘째, 통합학급의 집단적 성격은 개인의 다양한 인성적, 심리적 행동에 영향을 주는 것으로 파악되기 때문에 현장에서 통합교육의 다양한 실천을 수행하기 이전에 학급 전체의 성격에 대한 규정과 이에 대한 다양한 프로그램이 실천되어야 할 것이다. 마지막으로 학급풍토나 학급공동체 의식은 교사의 영향력이 지배적이라는 것이 선행연구에서 밝혀졌으며, 대인관계 및 의사소통 능력도 상당한 관련이 있는 것으로 파악된다.

This study was intended to investigate the elementary schoolers' learning environment perception and community consciousness to the type of inclusive classes. A total of 370 elementary schoolers including 123 children in general classes, 123 children in part-time inclusive classes, and 124 children in the full-time inclusive classes were surveyed with learning environment perception questionnaire and community consciousness questionnaire. The findings were as below: Firstly, the member students' learning environment perception was different between the general classes which have no handicapped children and the inclusive classes which have children with disabilities. Especially, positive competition psychology among the classmates and the recognition on group learning were far higher in the members of inclusive classes than in the members of general classes. Secondly, the member students' community consciousness was different between the general classes which have no handicapped children and the inclusive classes which have children with disabilities. Especially, sense of belonging, desire satisfaction in the community life, cooperation mind, law-abiding spirit, and emotional connection among the community members were higher in the inclusive classes than in the general classes. Thirdly, there was a close correlation between learning environment and community consciousness in the inclusive classes. The learning environment that the member students of inclusive classes had perceived gave effects to inter-personal relationships and mutual influence, and was closely associated with psychological connection, solving of joint tasks, and accomplishment of goals.

This study was intended to investigate the elementary schoolers' learning environment perception and community consciousness to the type of inclusive classes. A total of 370 elementary schoolers including 123 children in general classes, 123 children in part-time inclusive classes, and 124 children in the full-time inclusive classes were surveyed with learning environment perception questionnaire and community consciousness questionnaire. The findings were as below: Firstly, the member students' learning environment perception was different between the general classes which have no handicapped children and the inclusive classes which have children with disabilities. Especially, positive competition psychology among the classmates and the recognition on group learning were far higher in the members of inclusive classes than in the members of general classes. Secondly, the member students' community consciousness was different between the general classes which have no handicapped children and the inclusive classes which have children with disabilities. Especially, sense of belonging, desire satisfaction in the community life, cooperation mind, law-abiding spirit, and emotional connection among the community members were higher in the inclusive classes than in the general classes. Thirdly, there was a close correlation between learning environment and community consciousness in the inclusive classes. The learning environment that the member students of inclusive classes had perceived gave effects to inter-personal relationships and mutual influence, and was closely associated with psychological connection, solving of joint tasks, and accomplishment of goals.

learning environment, community consciousness, inclusive classroom Elementary school, part-time inclusive class, full-time inclusive class.