본 연구는 유치원에서의 성공적인 장애유아 통합교육 실천에 관한 의미를 파악하기 위하여 구체적인 사례를 분석한 질적 연구이다. 기존의 연구가 통합교육의 교육적 효과에 주목하고 있는 반면, 본 연구는 유치원 현장에서의 성공적인 장애유아 통합교육의 진정한 교육적 의미를 구현하기 위한 실천방안의 탐색에서 출발한다. 연구의 참여자는 만 5세 유아특수반 1학급과 일반유치반 2학급의 원아, 각 반의 담임교사, 유아의 어머니, 그리고 원장이며, 연구는 2003년 3월 17일부터 2003년 7월 16일까지 통합교육에 대한 참여관찰과 심층면담을 중심으로 진행되었다. 연구결과 통합교육을 위한 물리적 환경은 시간적 통합 환경으로 제공되고 있었으며 교수적 통합과 사회적 통합은 제공하지 못하고 있는 실정이었다. 일반유치원에서의 통합교육의 성공적 수행은 통합교육을 실천하는 현장에서 부딪히는 당면한 문제들을 적극적으로 해결하는 것이 우선과제이다. 본 연구는 일반유치원에서의 성공적인 장애유아 통합교육을 수행하기 위해서는 장애와 통합교육에 대한 통합교육 관련자들의 올바른 지식과 이해가 절대적으로 요구 되며, 현장에서의 통합교육이 단순한 물리적 환경의 통합과 교수적 통합을 뛰어넘어 학급의 교사, 비장애 또래들, 그리고 비장애유아의 부모들로부터 장애유아들이 학급의 진정한 구성원으로 수용될 수 있는 사회적 통합에 관심을 가질 것을 제안하고 있다.

The purpose of this study is to understand the significance of successful mainstreaming in kindergarten for young children with disabilities. For this qualitative study, I used participant observation and interviews. I entered the life world of mainstream classrooms for young children with disabilities and observed the practice and process of mainstream activities for five months. My research questions are as follows: First, what do young children, kindergarten teachers, and parents experience in mainstream contexts? Second, what problems are encountered in implementing the successful practice of mainstreaming in kindergarten? Third, what is the meaning of the practice of successful mainstreaming for young children, kindergarten teachers, and parents? The study yielded the following conclusions: First, successful mainstream programs should be concerned with young children as a group as well as with their individual needs. Second, the attitudes of young children, kindergarten teachers, and parents towards young children with disabilities should become more positive. Third, all kindergarten teachers should be trained to be involved in effective mainstream practices and be able to assist all the children in the classes as well as all of their parents with the process.

The purpose of this study is to understand the significance of successful mainstreaming in kindergarten for young children with disabilities. For this qualitative study, I used participant observation and interviews. I entered the life world of mainstream classrooms for young children with disabilities and observed the practice and process of mainstream activities for five months. My research questions are as follows: First, what do young children, kindergarten teachers, and parents experience in mainstream contexts? Second, what problems are encountered in implementing the successful practice of mainstreaming in kindergarten? Third, what is the meaning of the practice of successful mainstreaming for young children, kindergarten teachers, and parents? The study yielded the following conclusions: First, successful mainstream programs should be concerned with young children as a group as well as with their individual needs. Second, the attitudes of young children, kindergarten teachers, and parents towards young children with disabilities should become more positive. Third, all kindergarten teachers should be trained to be involved in effective mainstream practices and be able to assist all the children in the classes as well as all of their parents with the process.

young children with disabilities, mainstreaming, temporal integration, instructional integration, social integration