이 연구의 목적은 일반교사와 특수교사의 협력을 통해 사회과 통합교육 프로그램을 구안ㆍ적용하여 장애학생의 학습참여도를 높이고, 일반학생의 장애학생 통합교육에 대한 인식을 긍정적으로 변화시킬 수 있는 효율적인 통합교육 방안을 모색하는 것이었다. 이를 위하여 특수학급 학생 2명과, 이들이 소속된 2개의 통합학급 일반학생을 대상으로 협력교수를 통한 사회과 통합교육 프로그램을 실시하였다. 그 결과 첫째, 장애학생의 사회과 수업참여도가 크게 증진되었다. 둘째, 일반학생들의 장애학생을 포함한 통합교육에 대한 인식이 긍정적으로 크게 변화되었다. 그렇지만, 장애학생의 학업성적 및 행동특성에 관련된 일반학생들의 장애학생에 대한 인식은 여전히 부정적이었다. 끝으로 장애학생 통합교육 활성화를 위한 방안들이 논의되었다.
The purpose of this study was to find out the effects of inclusive education programs on social studies through collaboration between general and special education teacher to the working participation of students with disabilities and awareness of general students toward those with disabilities included in their classes. Elementary school two students with disabilities in special class, and two general education inclusion classes which are included two subjects with disabilities were selected to participate in this study and they were served inclusive education programs on social studies through collaboration between general and special education teacher. The results of this study were as follows; First, the degree of working participation on social studies of students with disabilities was increased and contrary to that the disturbed behaviors of them was decreased. Second, the awareness of general students toward students with disabilities inclusive education was changed positive attitudes. Third, negative and helpless attitudes of students with disabilities was changed toward positive and active attitudes in school life. However, awareness of general students toward achievement in academic curricular and characteristics of students with disabilities remained unchanged. Finally, Some of activate measures of inclusive education were discussed. Key words : collaboration, inclusive education for students with disabilities, inclusive classroom, working participation of students with disabilities
Ⅰ. 서 론 Ⅱ. 연구의 방법 Ⅲ. 연구 결과 Ⅳ. 결론 및 제언 참고문헌
