일반유아 어머니의 장애통합교육태도 관련변인 연구

Abstract

이 연구는 일반유아 어머니의 장애통합교육태도를 구성하는 요인을 다양하게 탐색하고, 이를 통해 앞으로의 장애통합교육 및 부모 대상의 장애이해교육 방향을 모색하는데 연구의 목적이 있다.

이러한 목적을 이루기 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 일반유아 어머니의 장애통합교육 관련변인(기관유형, 자녀의 통합교육 경험, 장애이해교육경험, 장애인 관련경험, 장애유아 짝꿍 수용여부)에 따른 장애통합교육태도는 어떠한가? 둘째, 일반유아 어머니의 장애 인식 및 태도와 사회적 거리감은 장애통합교육태도에 영향을 미치는가? 셋째, 일반유아 어머니의 장애통합교육태도 관련변인의 영향력은 어떠한가?

이 연구는 서울․ 경기지역 22개 유아교육기관의 유아기(만 3, 4, 5세) 자녀를 둔 일반유아 어머니 716명을 대상으로 하였다. 어머니의 장애통합교육태도는 Larrivee와 Cook(1979)이 고안한 특수교육에 대한 교사 태도 척도와 Turnbull, Winton, Blacher 그리고 Salkind(1983)가 부모 전화 면담에 사용한 질문지를 합하여 Green과 Stoneman(1989)이 작성한 “통합에 대한 부모의 태도 척도 (PATMS : The Parental Attitudes Toward Mainstreaming Scale)"를 박유정(1997)이 번안하고, 정진희(2004)가 사용한 것을 수정․ 보완하여 사용하였다. 장애 인식 및 태도는 Siller(1976)가 개발한 장애태도 요인 분석척도 (DFS : Disability Factor Scales)를 이종남(1994)이 번안하고, 서동명(1999)이 사용한 것을 수정․ 보완하여 사용하였고, 사회적 거리감은 송관재 외(2001)가 Westie(1953)의 거리감 측정문항을 번안하여 사용한 신체적 거리감과 나간채와 정근식(1988)이 만든 문항들 중 선별하여 사용한 대인적 거리감을 사용하였다. 수집된 자료는 SPSS 18.0 프로그램을 활용하여 연구문제에 따라 ANOVA, 다중회귀분석, 위계적 회귀분석을 실시하였다. 이 연구를 통해 얻은 결과를 요약하고 결론을 내리면 다음과 같다. 첫째, 일반유아 어머니의 장애통합교육태도는 관련변인(기관유형, 자녀의 통합교육 경험, 장애이해교육경험, 장애인 관련경험, 장애유아 짝꿍 수용여부)에 따라 차이가 있었다. 어머니의 장애통합교육태도는 자녀가 다니는 기관유형이 통합기관일수록, 자녀의 통합교육 경험이 있을수록 긍정적이었다. 또한, 장애이해교육을 받아본 경험이 있을수록, 장애인과 관련된 경험이 있을수록, 장애유아를 자녀의 짝꿍으로 수용할수록 긍정적이었다. 둘째, 일반유아 어머니의 장애 인식 및 태도와 사회적 거리감이 장애통합교육태도에 영향을 미쳤다. 장애 인식 및 태도의 하위요인 중에서는 접촉태도, 거부, 기능적 편견 순으로 영향력이 있는 것으로 나타났고, 사회적 거리감의 하위요인 중에서는 대인적 거리감이 영향력 있는 변인으로 나타났다. 전반적으로, 장애 인식 및 태도와 사회적 거리감이 긍정적이어야 장애통합교육태도가 긍정적인 것으로 나타났다. 셋째, 일반유아 어머니의 장애통합교육태도에 영향을 미치는 변인은 장애유아 짝꿍수용 여부, 접촉태도, 거부, 기능적 편견, 대인적 거리감, 기관의 통합여부, 장애이해 교육경험 순으로 영향력이 있는 것으로 나타났다. 결론적으로, 일반유아 어머니의 장애통합교육태도를 개선하기 위해서는 연구결과를 기초자료로 활용하여 장애인에 대한 부정적인 인식을 개선할 수 있는 장애이해교육프로그램을 개발하여 부모를 대상으로 시행해야 할 것이다. 또한, 질적인 장애통합교육의 경험을 통해 인식을 긍정적으로 개선할 수 있도록 장애통합교육의 질적 향상에 많은 노력을 기울여야 할 것이다.| The purpose of this study is to explore the factors in a different way which constitute the attitude towards inclusiveeducation of nondisabled children’s mothers and to seek for the direction of the future inclusiveeducation and disability understanding education with them. To the purpose, I conducted three research problems as follows: First, how different the attitude towards inclusive education is in terms of the inclusive education related variables of nondisabled children’s mothers (the type of the experience of inclusive education of their children, disability understanding education, the disabled related experience, and the level of acceptance for disabled children as a partner)? Second, is the attitude towards inclusive education influenced by the disability awareness, attitude, and social distance of nondisabled children’s mothers? Third, how are the impacts of the level of the related variables on the attitude towards inclusive education of nondisabled children’s mothers? The subjects of this study were 716 non-disabled children’s mothers at the age of 3, 4, and 5 who have been attending at 22 child care centers and kindergartens in Seoul and Gyeonggi-do. Mothers responded to a modified version based on The Parental Attitudes Toward Mainstreaming Scale(PATMS; Green & Stoneman, 1989), Disability Factor Scales(DFS; Siller, 1976) and Social Distance(Song etc, 2001). Statistical analyses were carried out using SPSS (version 18.0). ANOVA, Multiple Regression Analysis, and Hierarchical Regression Analysis were used according to research problems. The results of this study were as follows: First, there were statistically significant differences in the attitude towards inclusive education of nondisabled children’s mothers according to related variables. The mothers with children who have experienced inclusive settings as well as inclusive education showed more positive attitude towards inclusive education. Also, the mothers who took disability understanding education, had the experience involved in persons with disabilities, and accepted disabled children as a partner of their children showed more positive attitude towards inclusive education. Second, the attitude towards inclusive education were influenced by the disability awareness, attitude, and social distance of nondisabled children’s mothers. In the sub-factors of the disability awareness, the attitude towards inclusive education was influenced by attitude of contact, rejection, and functional prejudice. In addition, in the sub-factors of social distance, the attitude toward inclusive education was influenced by the relationships distance. Overall, the result showed that the more positive the disability awareness, attitude, and social distance of nondisabled children’s mothers were, the more positive the attitude towards inclusive education was. Third, the variables influencing the attitude towards inclusive education of nondisabled children’s mothers were the level of acceptance for disabled children as a partner, attitude of contact, rejection, functional prejudice, the relationships distance, inclusive education of institution or not, the experience of the disability understanding education. In conclusion, this study emphasize that the disability understanding education which helps nondisabled children’s mothers improve their negative perception, should be developed and implemented by utilizing the results of this study to improve the attitude towards inclusion education of them. Also, it should be strived to raise the quality of inclusion education with qualitative experience of inclusion education.; The purpose of this study is to explore the factors in a different way which constitute the attitude towards inclusiveeducation of nondisabled children’s mothers and to seek for the direction of the future inclusiveeducation and disability understanding education with them. To the purpose, I conducted three research problems as follows: First, how different the attitude towards inclusive education is in terms of the inclusive education related variables of nondisabled children’s mothers (the type of the experience of inclusive education of their children, disability understanding education, the disabled related experience, and the level of acceptance for disabled children as a partner)? Second, is the attitude towards inclusive education influenced by the disability awareness, attitude, and social distance of nondisabled children’s mothers? Third, how are the impacts of the level of the related variables on the attitude towards inclusive education of nondisabled children’s mothers? The subjects of this study were 716 non-disabled children’s mothers at the age of 3, 4, and 5 who have been attending at 22 child care centers and kindergartens in Seoul and Gyeonggi-do. Mothers responded to a modified version based on The Parental Attitudes Toward Mainstreaming Scale(PATMS