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Depending on the Type of Special Teacher Placement in the Integrated Kindergarten Class, Comparison of the Perception and Satisfaction of Integrated Education between Kindergarten Teachers and Special Teachers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(4), pp.43-67
  • DOI : 10.19049/JSPED.2021.22.4.03
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 4, 2021
  • Accepted : November 25, 2021
  • Published : December 31, 2021

Park, Chan-Woong 1,  Kim， Hyun Kyung 2,  Gu， Yeong Ju 2,  Shin， Ju Won 2

1대구대학교
2대구대학교 대학원

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ABSTRACT

[Purpose] The purpose of this study is to reveal the difference in the perception and satisfaction of integrated education between kindergarten teachers and special teachers according to the type of placement of special teachers in the integrated kindergarten class. [Method] In order to achieve the purpose of this study, a survey was conducted on kindergarten teachers and special teachers in charge of integrated kindergarten classes through online SNS(Social Network Service) using Google questionnaires. The surveyed data were averaged and standard deviation, F-test and post-hoc test and t-test according to the purpose of the study. [Results] First, there was no significant difference in the perception and satisfaction of integrated education among kindergarten teachers Second, full-time special teachers showed higher satisfaction with integrated education than part-time special teachers. Third, in both full-time integrated classes and part-time integrated classes, special teachers showed higher understanding and effectiveness of integrated education, recognition of cooperative classes, and management of integrated classes than kindergarten teachers. [Conclusion] Both kindergarten teachers and special teachers have high levels of perceptions of integrated education, but they have difficulties in cooperative professors, so they need to create a culture to communicate and cooperate with each other, to strengthen and support the competence of cooperative professors. In addition, integrated education considering non-disabled young children, reduction of the number of young children per class, and reduction of work are also required. In addition, active and systematic special education support is required through the establishment of new special classes and the establishment of integrated kindergartens for integrated classes where special teachers are not assigned.

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