본 연구는 초등학교 통합학급 운영실태 및 요구를 파악하여 통합학급 교육과정을 운영하는데 필요한 기초자료를 제시하는데 그 목적이 있으며 연구를 통해 나타난 결과를 요약하면 다음과 같다. 첫째, 통합교육에 대한 초등학교 통합학급담당교사의 인식은 전반적으로 긍정적인 것으로 나타났다. 둘째, 초등학교 통합학급 운영시 대부분 장애이해교육을 실시하고 있는 것으로 나타났으나 개별화교육, 교과지도 및 장애학생의 진로지도에 대한 이해 부족으로 이러한 영역의 지도에 어려움이 많은 것으로 나타났다. 또한 장애학생들은 주로 예체능 교과를 중심으로 통합교육을 받고 있으며, 특수교육교사와 일반교육교사의 협력을 통한 교수활동은 미흡한 것으로 나타났다. 셋째, 통합학급 담당교사의 주요 요구는 학급당 인원 감축, 업무경감, 특수교육 보조원배치 등으로 나타났다.

This study investigated actual conditions of organization and management of inclusive class curriculum at regular elementary schools to integrate disabled students' curriculum and do inclusive education successfully, and it suggested baseline data that was required to prepare for organization and management guide of inclusive class curriculum. The findings were as follow: First, teachers of inclusive class at elementary schools generally cognized inclusive education affirmatively. Second, actual condition of organization and management of inclusive class curriculum at elementary schools was as follow: More than half of the inclusive class educated understanding on disabilities to do inclusive education effectively, and the teachers of inclusive class were short of understanding on individualized education, teaching of curriculum and teaching of course of the disabled students, etc. And, the disabled students were given inclusive education based on course of art and physical fitness and cooperative teaching between teachers was not done. Third, the teachers of inclusive class needed supports such as less number of students each class, less work load and appointment of assistants of inclusive education, etc.

This study investigated actual conditions of organization and management of inclusive class curriculum at regular elementary schools to integrate disabled students' curriculum and do inclusive education successfully, and it suggested baseline data that was required to prepare for organization and management guide of inclusive class curriculum. The findings were as follow: First, teachers of inclusive class at elementary schools generally cognized inclusive education affirmatively. Second, actual condition of organization and management of inclusive class curriculum at elementary schools was as follow: More than half of the inclusive class educated understanding on disabilities to do inclusive education effectively, and the teachers of inclusive class were short of understanding on individualized education, teaching of curriculum and teaching of course of the disabled students, etc. And, the disabled students were given inclusive education based on course of art and physical fitness and cooperative teaching between teachers was not done. Third, the teachers of inclusive class needed supports such as less number of students each class, less work load and appointment of assistants of inclusive education, etc.

Integration, Inclusive Class, Curriculum.