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KMID : 0894920110110020077
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Journal of the Korean Association for Persons with Autism
2011 Volume.11 No. 2 p.77 ~ p.95
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A Study on Recognition of Preliminary Elementary School Teachers on Inclusive Education of Children With Autism Spectrum Disorders
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Choi Mi-Young
Yoon Hyeon-Sook
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Abstract
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The study was conducted to investigate the preliminary elementary school teachers’ recognition level on inclusive education of children with autism spectrum disorders. For this purpose, this survey was conducted of 256 preliminary elementary school teachers in two university of education. The survey is consisted of five sub categories: ‘concept of inclusive education’, ‘professionality of teachers’, ‘demand for teachers’ ‘time and patience’, ‘academic expectation’ and ‘behavioral expectation’, and researched if preliminary elementary school teachers’ recognition level would differ according to their recognition of characteristics of children with autism spectrum disorders, taking class on special education, gender, teaching experience, direct contact, media and reading experience. As a result, preliminary elementary school teachers’ recognition level on children with autism spectrum disorders showed statistically a significant difference in the sub categories according to taking special-education class, gender, reading experience. In other words, that is meaningful to be formed successful inclusive education of children with autism spectrum disorders to devise a plan to increase recognition of preliminary elementary teachers.
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KEYWORD
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preliminary elementary school teachers, autism spectrum disorders, recognition of inclusive education
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