A study on inclusive classroom teachers’ attitudes and students’ social participation according to characteristics of students with intellectual disabilities

오원석; Min ChunSik (민천식); 김태임

A study on inclusive classroom teachers’ attitudes and students’ social participation according to characteristics of students with intellectual disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2011, 12(4), pp.137-152
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

오원석 ¹, Min ChunSik ², 김태임 ³

¹경북대학교사범대학부설초등학교
²대구교육대학교
³대구대학교

Accredited

ABSTRACT

This study examined the relationships with the attitude of teachers toward students with intellectual disabilities and social participation of students by their characteristics. Participants were 118 teachers and students with intellectual disabilities at inclusive classrooms. For this study, Social Participation Questionnaire (SPQ; Koster et al., 2008) and a nomination form regarding teachers’ attitudes toward their included students with disabilities (Cook, 2001) were adjusted and used. Results revealed that characteristics of students with intellectual disabilities including communication skills, academic backgrounds, appearance, were highly related with teachers’ attitudes, and also teachers’ attitudes influenced students’ social participation. Additionally, results indicated that the three characteristics of students were significant factors having an effect on their social participation. However, it was found that the appearance of students was not related with the attitude of teachers.

KEYWORDS

inclusive education, attitude, social participation

Citation status

* References for papers published after 2023 are currently being built.

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