일반초등교사의 ADHD아동교육에 대한 인식

Knowledge of Elementary School Teachers Regarding in ADHD Children Education

Abstract

본 연구에서는 일반초등학교 교사 297명을 대상으로 ADHD아동교육에 대한 인식에 대해 알아보았다. ADHD아동 교육에 대한 인식은 ADHD아동의 통합교육에 대한 태도, 부담감, 효능감, 촉진여건 네 가지 영역으로 구성된 설문지를 통해 이루어졌다. 수집된 설문지는 SPSS(WIN 22.0)의 기술통계를 사용하여 빈도와 백분율을 산출하였다. 연구결과 첫째, 일반초등교사들은 ADHD아동의 통합교육을 위해 노력 하는 것으로 나타났다. 둘째, 일반초등교사들의 ADHD아동교육에 대한 부담감에서는 ADHD아동이 일반아동의 학습방해, 긍정적 학습분위기 방해, 일반교실의 질서 유지 방해, 교사의 수업 진행을 방해한다고 나타났다. 셋째, ADHD아동교육에 대한 일반초등교사들의 효능감에서는 ADHD증상에 대한 지식 습득, ADHD아동의 진단과 평가, ADHD아동 교육을 위한 교수 능력, ADHD아동의 행동을 다루는 능력은 없는 것으로 나타났다. 넷째, ADHD아동교육에 대한 학교차원의 촉진여건에서는 ADHD 아동을 위한 전문인력 지원, ADHD 아동 지원을 위한 외부 기관과의 연계는 이루어지지 않는 것으로 나타났다.

This study examined the Knowledge of Elementary School Teachers Regarding in ADHD Children Education of ADHD children education for 297 elementary school teachers. The knowledge of ADHD children in inclusive education was made through a questionnaire composed of four areas: attitude, burden, efficacy, and promotional conditions on ADHD children. The collected questionnaire was calculated using technical statistics from the SPSS (WIN 22.0) for frequency and percentage. The results of this study are as follows: First, the teachers of general elementary schools are trying to include education of ADHD children. Second, in the burden of general elementary school teachers on ADHD children education, ADHD children showed interruption of learning, interruption of positive learning atmosphere, interruption of order maintenance of general classroom and teacher's class progress. Third, in the efficacy of general elementary school teachers on ADHD children, they did not have the Knowledge of ADHD symptoms, diagnosis and evaluation of ADHD children, teaching ability for ADHD children education, and ability to deal with ADHD children's behavior. Fourth, in the promotion condition of school for ADHD child education, it was found that there was no connection with external institutions for the support of professional manpower for ADHD children and ADHD child supports.

Table 1. General Characteristics of Research Subjects

Table 2. The Configuration of the Questionnaire

Table 3. The Effects of ADHD Children on the Academic Growth

Table 4. A Cultivation of ADHD Children

Table 5. Application of General Curriculum for ADHD Children

Table 6. A Study on the Acceptance of General Children to ADHD Children

Table 7. Efforts to acquire ADHD child management skills

Table 8. A Study on the Revision of Teaching Method for ADHD Children

Table 9. Adaptation to the Changes in Classroom Operation

Table 10. Disturbance of Normal Children's Learning in ADHD Children

Table 11. Disturbing class atmosphere

Table 12. Disturbing order in general classroom

Table 13. The Effects of ADHD Children on Sociality Development of General Children

Table 14. Inhibition of the Teacher's Class in Children with ADHD

Table 15. Teachers' Perseverance

Table 16. Knowledge of ADHD Symptoms

Table 17. Identification of Children with ADHD

Table 18. Diagnosis and Evaluation of Children with ADHD

Table 19. Teaching Ability for Children with ADHD

Table 20. A Study on the Behavior of Children with ADHD

Table 21. Voluntary counseling or guidance for children with ADHD symptoms

Table 22. Support for professionals for children with ADHD

Table 23. Connection with external agencies to support ADHD children