본 연구는 장애유아 통합교육의 활성화 방안을 모색하기 위한 기초연구이다. 이를 위하여 주관성 연구방법인 Q-방법론을 사용을 활용하여 유치원교사의 장애유아 통합교육에 대한 인식 유형과 그에 따른 특성을 분석하였다. 먼저 Q-방법론 절차에 따라 유치원교사 140명을 대상으로 개방형 설문지 조사를 실시하여 총 150개의 Q-모집단을 구성하였고, 현장 특수교사와 특수교육과 교수를 포함한 전문가와 협의과정을 통해 유사하거나 중복되는 내용을 통합하여 40개의 Q-표본을 선정하였다. 다음으로 부산, 경남 지역에 재직 중인 유치원교사 32명의 P-표본을 대상으로 Q-카드분포도를 작성하도록 하였고, SPSS 14.0을 이용하여 자료를 분석하였다. 연구결과, 유치원교사의 장애유아 통합교육에 대한 인식은 윤리적 이념형, 적극적 실천형, 소극적 지원중심형으로 유형화되었다. 윤리적 이념형은 인간존중, 공존, 사회정의, 반편견 등의 측면을 부각시켜 이해하고 있는 경향이 뚜렷하였고, 적극적 실천형은 교사연수, 교사의 전문성 고취와 관련하여 장애유아 통합교육을 인식하고 있으며, 소극적 지원중심형은 통합교육을 인식함에 있어서 물리적환경의 마련이나 국가의 책무성에 중점을 두고 있었다.
The purpose of this study was to examine the types of kindergarten teachers' perception of the inclusive education for children with disabilities. The Q-methodology was used as a research method for analyzing the subjectivity of people. The Q-population was assembled from 140 kindergarten teachers' response to open-question about the inclusive education for children with disabilities. And 40 Q-samples of 150 Q-populations were selected through agreement processes with 8 experts in special education. P-sample as subjects of this study was collected from 32 kindergarten teachers in Busan and Kyoungnam provinces. As a result, three types of teachers' perception with respect to the inclusive education for children with disabilities have been extracted : Type I was an ethical ideal type having images such as respect for persons, coexistence, social justice, anti-bias, etc. Type II was a positive practical type having images of teacher personally-related factors, such as a sense of responsibility and will, in-service training for teachers, inspiring teachers` professionalism, etc. Type III was a passive support-centered type having images such as para-professionals, support policy, preparation for physical environment, etc. The results of this study showed that all 3 types of kindergarten teachers were passive with regard to the inclusive education for children with disabilities, but there were differences among their acceptabilities by their experiences of inclusive education. Therefore the support for direct and indirect experiences on the inclusive education should be provided for actualizing successfully the inclusive education for children with disabilities. Keyword : inclusive education for children with disabilities, kindergarten teachers, Q-methodology
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구 결과 Ⅳ . 논의 및 결론 참고문헌
