The purpose of this study is to investigate the methods for the integration education of Disability integration childcare centers by comparing between the handicapped childcare teacher and unhandicapped childcare teachers awareness and differences for integration education. This targets were used to final analyze with 204 handicapped childcare teachers and 184 unhandicapped childcare teachers among disability integration childcare centers running the handicapped child classroom located in Gangnam, seoul. The collected survey analyzed by using The SPSS 23.0 program. To sum up this study results are as follows. First, according to analyze the results of all around awareness of handicapped childcare teachers at the disability integration childcare centers, it is highly recognized in this order the improvement plan for developing the integration education, attention and necessity for the integration education, preparation of education center running the integration education, effectiveness of the integration education. Second, according to analyze the results of all around awareness of unhandicapped childcare teachers at the disability integration childcare centers, it is highly recognized in this order the improvement plan, preparation of education center running the integration education, attention and necessity for the integration education, effectiveness of the integration education. Third, according to analyze the results of all around the meaningful differences to integration education between handicapped childcare teachers and unhandicapped childcare teachers at the disability integration childcare centers, the handicapped childcare teachers recognize higher than the unhandicapped childcare teachers to the attention and necessity, effectiveness, improvement plan to the integration education. But it comes the results that there is no meaningful differences in the preparation of childcare centers for the integration education.