이 연구에서는 인적지원과 학교환경지원과 같은 통합교육 지원 변인이 교과학습의 의미있는 참여, 장애학생의 사회성 및 일반학생의 수용성과 같은 통합교육의 성과 변인에 미치는 영향에 대해 살펴보고, 이와 같은 관계에서 인권침해경험의 조절효과를 검증해 보고자 하였다. 이를 위해 선행연구를 바탕으로 연구자가 재구성한 조사지를 사용하여 특수교사, 일반교사 및 학부모 924명을 대상으로 설문조사를 실시하였다.
연구결과, 통합교육 성과 변인 중 교과학습의 참여 및 일반학생의 수용성은 통합교육 성과 변인과의 관계에서 인권침해 경험의 조절효과가 나타나지 않았으나, 장애학생의 사회성은 이와 같은 관계에서 인권침해경험의 조절효과가 있는 것으로 나타났다. 이러한 연구결과는 훌륭한 인적지원 수준을 갖추고 있다고 하더라도 인권침해사건을 경험하게 되면 인적지원과 통합교육의 성과 간의 관계에 부정적인 영향을 미칠 수 있음을 의미한다이 연구는 인권침해경험이 통합교육 지원 변인과 통합교육 성과 변인 관계에 영향을 미칠 수 있음을 실증적으로 제시함으로써, 장애학생의 인권 보호 및 증진을 위한 노력이 통합교육의 성과 향상을 목적으로 추진될 필요가 있음을 제안하였다는데 의의가 있다.
The purpose of this study was to verify moderating effects of experiencing the violation of human rights on the relation between the support and the outcome of inclusive education. Data were collected 924 from special education teachers, regular education teachers, and parents. Participation of the regular curriculum and acceptance of the regular student did not have a moderating effect on the relation between the support and the outcome of inclusive education. However, the social skills of students with disabilities showed that the moderating effect of human rights violations experience. If such findings even though it has a great human support, experience of human rights violations means that school members’s support can have a negative impact on the outcome of inclusive education. This study suggests that experience of human rights violation may affect the relationship between the support and the outcome of inclusive education. And it was suggested that the efforts to promote human rights need to be implemented to improve the outcome of students with disabilities in inclusive education
The purpose of this study was to verify moderating effects of experiencing the violation of human rights on the relation between the support and the outcome of inclusive education. Data were collected 924 from special education teachers, regular education teachers, and parents. Participation of the regular curriculum and acceptance of the regular student did not have a moderating effect on the relation between the support and the outcome of inclusive education. However, the social skills of students with disabilities showed that the moderating effect of human rights violations experience. If such findings even though it has a great human support, experience of human rights violations means that school members’s support can have a negative impact on the outcome of inclusive education. This study suggests that experience of human rights violation may affect the relationship between the support and the outcome of inclusive education. And it was suggested that the efforts to promote human rights need to be implemented to improve the outcome of students with disabilities in inclusive education
