실과 수업에서의 협력교수가 초등학교 통합학급 학생들의 수업참여도와 비장애학생의 장애학생 수용태도에 미치는 영향

• 영문명: The Effects of Co-teaching in Practical Arts Class on the Class Participation of Students in an Inclusive Class in Elementary School and the Attitude of Students Without Disabilities Toward Accepting Students With Disabilities
• 발행기관: 한국특수교육학회
• 저자명: 이지현(Jihyun Lee) 이숙향(Suk-Hyang Lee)
• 간행물 정보: 『특수교육학연구』제59권 제2호, 373~401쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.09.30

국문 초록

본 연구의 목적은 실과 수업에서의 협력교수가 초등학교 통합학급 학생들의 수업참여도와 비장 애학생의 장애학생 수용태도에 미치는 영향을 알아보는 것이다. 이를 위해 5학년 2개 통합학급 학생 총 42명 (장애학생 2명)이 참여하였다. 실과 수업에서의 협력교수는 총 24회기에 걸쳐 실시되었으며, 독립표본 t검정을 사용하여 비장애학생의 사전·사후 검사의 차이를 분석하였고 장애학생은 사전·사후 검사 점수를 비교하여 변화의 추이를 확인하였다. 연구 결과 실험집단 비장애학생의 수업참여도와 장애학생 수용태도는 통제집단 비장애학생과 비교하여 통계적으로 유의미하게 향상된 것으로 나타났다. 또한 장애학생의 경우 실험집단과 통제집단 모두 수업참여도의 점수가 향상되었으나, 실험집단 장애학생의 향상 폭이 더 큰 것으로 나타났다. 본 연구는 한 학기 동안 지속된 협력교수가 초등학교 통합학급의 장애학생과 비장애학생 모두에게 긍정적인 영향을 미쳤다는 점을 확인하였다는 데 의의가 있다.

영문 초록

The purpose of this study is to examine the effects co-teaching in Practical Arts classes has on the participation of students in inclusive elementary classrooms, as well as the attitude of students without disabilities toward accepting students with disabilities. For this purpose, the participants were two students with disabilities and 40 students without disabilities from two inclusive classes. The co-teaching was implemented one to two times a week for a total of 24 sessions during Practical Arts class time. This study used a pre- and post-test control group design. After the co-teaching was terminated, the differences between pre- and post-test on dependent variables were analyzed. The results of the analysis were as follows: First, the class participation rate of students without disabilities in the experimental group who participated in co-teaching with Practical Arts was statistically significantly improved compared to students without disabilities in the control group. Both students with disabilities in the experimental group and the control group showed improvement in class participation rates; however, the improvement in students with disabilities in the experimental group was greater. Second, the attitude of students without disabilities in the experimental group who participated in co-teaching toward accepting students with disabilities was statistically significantly improved compared to the control group. This study is significant in that it confirmed that co-teaching could have a positive effect on class participation for all students including students with and without disabilities. Based on these results, the limitations in the study, as well as implications for further studies were discussed.

목차

Ⅰ. 서 론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

키워드

협력교수 통합교육 실과교육 수업참여도 장애학생 수용태도 Cooperative Teaching Inclusive Education Practical Arts subject Class Participation Attitude accepting student with disabilities