지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 임경원
- 발행연도
- 2019
- 저작권
- 공주대학교 논문은 저작권에 의해 보호받습니다.
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이 논문의 연구 히스토리 (2)
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초록· 키워드
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This study analyzes the experience and meaning of the middle school inclusive students with experience in inclusive education. In order to achieve this research objective, 16 general students of the inclusive school were interviewed individually, and the results of the interview were analyzed by the constant comparison method.
The results were identified in three upper categories and six lower categories based on 19 meaning semantic units. The results of the study are ''A world of close but unfamiliar inclusive education’, ‘Beyond the familiarity of inclusive education, understanding’, ‘Let''s walk together, my friend!’.
The first upper category is ''A world of close but unfamiliar inclusive education’. As a result, it has been divided into two subcategories: ‘Inclusive Classes I''ve experienced’, ''Inclusive Class, Difficulties''.
The second upper category is ‘Beyond the familiarity of inclusive education, understanding’. It has been divided into two subcategories: ‘Me, who turned into an inclusive education experience’, ‘We''re friends.’
The third upper category is ‘Let''s walk together, my friend!’. It has been divided into two subcategories: ‘Learning with inclusive education’, ‘I want to know, inclusive education’.
In this study, which analyzed the experiences and meanings of inclusive education of non-disabled students in middle school, the purpose of the study is to expand the scope of understanding for meaningful inclusive education of students subject to special education and non-disabled students by learning about the experiences of inclusive education.
The results were identified in three upper categories and six lower categories based on 19 meaning semantic units. The results of the study are ''A world of close but unfamiliar inclusive education’, ‘Beyond the familiarity of inclusive education, understanding’, ‘Let''s walk together, my friend!’.
The first upper category is ''A world of close but unfamiliar inclusive education’. As a result, it has been divided into two subcategories: ‘Inclusive Classes I''ve experienced’, ''Inclusive Class, Difficulties''.
The second upper category is ‘Beyond the familiarity of inclusive education, understanding’. It has been divided into two subcategories: ‘Me, who turned into an inclusive education experience’, ‘We''re friends.’
The third upper category is ‘Let''s walk together, my friend!’. It has been divided into two subcategories: ‘Learning with inclusive education’, ‘I want to know, inclusive education’.
In this study, which analyzed the experiences and meanings of inclusive education of non-disabled students in middle school, the purpose of the study is to expand the scope of understanding for meaningful inclusive education of students subject to special education and non-disabled students by learning about the experiences of inclusive education.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 1Ⅱ. 연구의 배경 51. 연구의 동기 52. 통합교육 61) 통합교육의 역사와 실태 62) 통합교육의 성공 요인 83) 비장애학생 관점에서 본 통합교육 연구 13Ⅲ. 연구방법 191. 연구 참여자 192. 연구 절차 223. 자료 수집 234. 자료 분석 및 해석 255. 연구의 진실성 및 연구 윤리 27Ⅳ. 결과 및 해석 291. 가깝지만 낯선 통합교육 302. 익숙함을 넘어 이해로 393. 같이 걷자, 친구야! 46Ⅴ. 논의 55Ⅵ. 결론 및 제언 58참고문헌 62ABSTRACT 67부록 69
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