본 연구는 정신지체학생이 통합된 체육수업을 수행하는 교사들이 인식하고 있는 정신지체학생의 체육관련 행동 특성과 교사의 수업 실행을 알아보고 이들 간의 관계가 어떠한 지 알아보기위하여 수행하였다. 연구의 대상은 통합체육 수업을 담당하는 교사들이며, 연구자의 임의표집방식에 의해 총 146명을 선정하고 자료 분석에 활용하였다. 연구도구는 정신지체학생의 통합체육행동 척도와 통합체육교사의 수업 실행 척도로서 새롭게 개발한 도구를 활용하였으며, 문항의구성 및 타당도와 신뢰도에 대한 검정 절차를 거쳐 활용하였다. 연구 결과에 따르면 정신지체학생의 체육관련 행동 특성은 정신지체학생의 일반적 행동 특성과 장애정도에 따른 행동 특성으로 구분된다. 또한, 통합체육 교사의 수업 실행은 장애학생의요구수용 정도는 통합경력 및 연수 정도와 상관이 높은 반면, 교수 적합화, 장애학생 지원, 별도지도 등은 교사 간 차이를 보이지 않았다. 이상의 결과들을 중심으로 보면 통합 체육 수업에서 정신지체학생들은 다양한 수준의 행동특성으로 인해 체육수업 참여에 제한이 있지만, 체육수업에 대한 선호도가 높아 교사들이 정신지체학생들의 요구를 수용하고 적절한 대처를 위해서는 지속적인 연수과정을 제공할 필요성이 있음을 제언하였다.
This study was conducted in order to survey intellectual disabled students’ behavioral characteristics related to physical education perceived by the teachers and the teachers’ instructional performance in physical education class inclusive intellectually disabled students, and to examine the relationship between the two factors. Accordingly, the subjects of this study were teachers in charge of integrated physical education class, and a total of 146 teachers were sampled through random sampling and data from surveying the teachers were used in analysis. The research tools used in this study were newly developed scales on intellectually disabled students’ inclusive physical education behavior and on inclusive physical education teachers’ instructional performance, and the contents, validity, and reliability of the questionnaire were verified. According to the results of this study, intellectually disabled students’ behavioral characteristics related to physical education were categorized into their general behavioral characteristics, and behavioral characteristics depending on the severity of disability. In addition, with regard to integrated physical education teachers’ instructional performance, their acceptance of disabled students’ needs was in a high correlation with their experience and training in integrated education, but their instructional adaptation, support to disabled students, and separate instruction were not significantly different among the teachers. These findings suggest that students with intellectual disability in integrated physical education class have a limitation in their participation in class activities due to their different behavioral characteristics but they showed high preference for physical education class, and that teachers need to be provide with continuous training in order to accept and cope with intellectually disabled students’ needs properly.
