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Relationship between Classroom Climate Perceived by General Children and Acceptive Attitude of Disability in Inclusive Classroom of Elementary school

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(4), pp.587-606
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Gang, Seok Soon 1,  Kim, Jakyoung 2,  Kang Hye Jin 3

1장서초등학교
2부산대학교
3광주여자대학교

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ABSTRACT

The purpose of this study is to identify the relationship between classroom climate perceived by general children and acceptance of disability in the inclusion classroom of elementary school. The study was conducted with fourth to sixth graders of elementary schools with special classes which provide an inclusion education in P-city. The results of the study are as follows:First, there were differences among four groups in the total score and all sub-test of the acceptance attitude of disability in the inclusion classroom. Second, there is a positive correlation between the familiar climate or the autonomous climate and the acceptance attitude of disability in the inclusion classroom. There is a negative correlation between the controlled and laissez-faire climate and the acceptance attitude of disability in the inclusion classroom. Third, significant variables which influenced on the acceptance attitude of disability in the inclusion classroom were the familiar climate and the autonomous climate. According to this results of the study, teachers and students who are main members creating the class climate need to make the inclusion classrooms' climate familiar and autonomous. This suggests the class climate made by teachers and students together affects an acceptance attitude of disabilities.

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