일반학교, 혁신학교, 정다운 학교에서의 통합교육 경험과 인식

Abstract

The purpose of this study was to discover the differences and commonalities between school types by comparing and analyzing the experiences of teachers and parents in general schools, innovative schools, and Jeongdaun schools. For this purpose, inclusive education experiences were collected and analyzed through interviews with a total of nine teachers in charge of integrated classrooms, special education teachers, and parents from three types of schools in the Incheon area. The main findings were as follows. First, five conclusions were derived on experiences and perceptions on inclusive education in three school types: 1) There was a clear difference in the degree of inclusive education between the three schools. In general, the inclusive education situation of innovative schools and Jeongdaun schools was more positive than that of general schools; 2) In all three schools, inclusive education relied heavily on individual teacher competency and personal acquaintance with teachers rather than systems or regulations; 3) The perception of managers and teachers in charge of inclusive classrooms still needs improvement. Education for disability awareness should be more professional in teacher education institutes and in each school; 4) For parents of children with disabilities, inclusive education was the necessary and urgent option; 5) There was a difference in conception on inclusive education among the three types of schools. Second, for inclusive education to succeed, it was especially necessary to document each group’s performance within their responsible roles, and to supplement the education process with para-professionals.