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KMID : 1022520050090020111
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Journal of Play Therapy
2005 Volume.9 No. 2 p.111 ~ p.124
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Attitudes to integrated education of physically handicapped students
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Cho Hong-Joong
Choi Eun-Yeong
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Abstract
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The purpose of this study is to provide empirically basic materials of integrated education by examining teachers’ attitudes to integrated education of physically handicapped students. Subjects of this study were 264 teachers, who did not studying special education and worked in Y City of Jeonnam, and their attitudes to physically handicapped students were examined.This study used a scale for integration of physically handicapped students: 「Basic attitude to integrated education」, 「recognition of physically handicapped students」, 「advantage of integrated education」,「disadvantage of integrated education」, and「system and equipment necessary to integrated education」. A total of 91 items of these five subareas were used to examine teachers’ attitudes. The Cronbach α coefficient of this scale was more than 0.883.The results are as follows. For recognition of physically handicapped students, only 28.0% of teachers thought positively. The positiveness in five subareas is as follows. Recognition of physically handicapped students」(41.7%) was the most positive, followed by 「Basic attitude to integrated education」(33.7%), 「disadvantage of integrated education」(26.9%), 「advantage of integrated education」(20.5%), and「system and equipment necessary to integrated education」(16.3%). For the positiveness by teacher’s sex, there was the biggest difference in the recognition of 「system and equipment necessary to integrated education」. In other words, female teachers(12.2%) were more positive than male teachers(23.0%).
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KEYWORD
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attitude, integrated education, physically handicapped students, teacher
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