초록 열기/닫기 버튼
본 연구는 유아교육기관에서 이루어지고 있는 장애이해교육의 구성 및 장애이해교육의 운영에 대한 유아 교사의 인식과 인식에 영향을 미치는 변인과의 차이를 알아보는데 목적이 있다. 이를 위해 서울과 경기에 소재한 33개 유아교육기관의 유아 교사 253명을 대상으로 설문조사를 하였다. 먼저 유아교육기관 장애이해교육의 운영 실태를 본 결과 관련 교육과정은 사회생활영역, 생활주제는 가족과 이웃, 만 5세 유아를 대집단으로 구성하여 실시하는 교사들이 가장 많았으며, 접근법은 이해중심의 장애이해교육, 활동형태로는 이야기나누기 활동, 교육방법으로는 이야기나누기 및 토의하기가 가장 많이 사용하는 것으로 나타났다. 둘째, 장애이해교육활동 구성에 관한 유아 교사의 인식을 조사한 결과 활동형태로는 동화 및 동극 활동, 교육방법은 장애 관련 그림책, 교육내용 범위는 다양성 존중과 긍정적 태도 고취가 가장 중요하다고 인식하고 있었다. 마지막으로 교사의 통합교육 실시경험에 따라 장애이해교육에 대한 친숙함, 이해도, 필요성, 만족감에서 모두 유의한 차이가 나타났으며, 이 가운데 장애이해교육에 대한 친숙함과 이해도의 상관관계가 다소 유의미한 수준인 것으로 나타났다.
The purpose of this study was to examine how the disability understanding education, which is maintained in an early childhood education, has been implemented in a practical early childhood curriculum. Moreover, it is to find out what effects the level of teachers' perception in composing the disability understanding education on variables which affects teacher's perception. For an optimal examination, 253 teachers from 33 early childhood institutions, which are located in Seoul and Gyeonggi, were surveyed. First, as a result of the research on the actual condition, the disability understanding education was mainly operated in the area of social relationship of early childhood curriculum. It was managed in a large group of 5 year old children. Moreover, it has been discussed more frequently when the topic of daily life was about family and neighborhood. The approach was an understanding-centered disability understanding education. The activity form was mainly a conversation activity and a discussion activity was used as an educational method. Secondly, as a result of teacher's perception on the disability understanding education, the activity form was reading story books and doing dramatic plays. In addition. reading picture books was another way of learning the education. The scope of the education was respecting the diversity and inspiring the positive behavior. By experiencing the inclusion education, there was a significant difference among familiarity, understanding, necessity and satisfaction of the disability understanding education. In particular, the co-relation between familiarity and understanding was somewhat meaningful.
키워드열기/닫기 버튼
disability understanding education, early childhood education teacher
