본 연구는 통합교육에 대한 초등학교 장애학생 학부모의 만족도를 파악하고, 통합교육 만족도 에 영향을 미치는 요인을 분석하고자 하였다. 이러한 연구목적에 따른 연구 문제를 ‘첫째,통합교육에 대한 초등학교 장애학생 학부모의 만족도는 어떠한가?’, ‘둘째, 통합교육에 대한초등학교 장애학생 학부모의 만족도에 영향을 미치는 요인은 무엇인가?’로 설정하였다. 본 연구의 결과는 다음과 같다. 첫째, 통합교육에 대해 초등학교 장애학생 학부모는 약간 만족한다고응답하였으며, 학년군에 따라 만족도에 차이가 나타났다. 유형성, 신뢰성, 반응성, 확신성, 공감에 대체로 만족한다고 응답하였으며, 이 중 유형성 요인은 학교소재지, 학년군, 통합시간에 따라만족도의 차이가 나타났고, 신뢰성 요인은 학년군, 통합시간에 따라 만족도에 차이가 나타났다.또가한나 타반났응다성. 요둘인째,은 통학합년교군육, 에확 신대성한 요초인등은학 교통 합장시애간학, 생공 학감부성 모요의인 만은 족학도년에군 에영서향 을만 주족는도 의요 인차은이반 응성 요인으로 나타났다.
This study purposed to survey satisfaction with elementary Inclusive education perceived by parents with disabled children, and to analyze factors influencing their perceived satisfaction. For this purpose, we set research questions as follows: first, ‘How is satisfaction with elementary Inclusive education perceived by parents with disabled children?’; second, ‘What factors affect satisfaction with Inclusive education perceived by parents with elementary disabled children?’ The results of this study were as follows. First, disabled children’s parents replied that they were somewhat satisfied with elementary Inclusive education and their satisfaction was different according to grade cluster. They replied that they were generally satisfied with tangibility, reliability, responsiveness, assurance, and empathy. Satisfaction with tangibility was different according to school location, grade cluster, and the number of Inclusive class hours, and satisfaction with reliability was different according to grade cluster, and the number of Inclusive class hours. Satisfaction with responsiveness was different according to grade cluster, and assurance, and satisfaction with empathy was different according to grade cluster. Second, with regard to satisfaction with elementary Inclusive education, responsiveness was found to be an influential factor.
