본 연구는 장애유아 통합교실의 자유놀이에서 나타난 장애유아에 대한 일반유아의 상호작용을 이해하기 위한 질적연구이다. 연구자들은 4개월여간 16명의 일반유아와 4명의 장애유아가 있는 통합교실을 참여관찰하였다. 연구는 일반유아들의 장애유아에 대한 인식과 상호작용 전략을 보여주었다. 첫째 일반유아들은 엉뚱하고 말이 많은 아이에게 힘있게, 친하게라는 전략을 사용하였다. 둘째 일반유아들은 내 말을 잘 듣는 아이, 도와주고 싶은 아이에게 교사처럼, 엄마처럼, 참을성 있게 그리고 특별한 전략을 사용하였다. 이러한 결과에 근거하여 교육적 시사점을 논의하였다.

The purpose this study is to understand children's social interaction on children with special needs in free play situations of inclusive classroom. For the purpose, researchers participant observed 20 children(16 children, 4 children with special needs) in inclusive classroom during 4 months. The finding of qualitative analysis showed children's cognition and interactional strategies on children with special needs. The findings are following as: The interaction of children on children with special needs were classified two categories. First, children who silently and usually enter in their classroom; children cognize them unreasonable and talkative and their cognition effect powerful and intimate interactional strategies. Second, children who are greeted with cheers in their classroom; children cognize them to be complaisant and to be helped, and their cognition make them to do like a teacher, a mother and to do patiently and to use special strategy. Based on the finding, the study discussed educational implications.

The purpose this study is to understand children's social interaction on children with special needs in free play situations of inclusive classroom. For the purpose, researchers participant observed 20 children(16 children, 4 children with special needs) in inclusive classroom during 4 months. The finding of qualitative analysis showed children's cognition and interactional strategies on children with special needs. The findings are following as: The interaction of children on children with special needs were classified two categories. First, children who silently and usually enter in their classroom; children cognize them unreasonable and talkative and their cognition effect powerful and intimate interactional strategies. Second, children who are greeted with cheers in their classroom; children cognize them to be complaisant and to be helped, and their cognition make them to do like a teacher, a mother and to do patiently and to use special strategy. Based on the finding, the study discussed educational implications.

inclusive education, interaction, intersubjectivity