김진주 김수연. 초등학생대상장애이해교육에활용된동화에나타난장애인관분석. 특수교육, 2013, 제12권, 제2호, 135-160... 20.,,. 4.,,.,..... 주제어 : 장애이해교육, 동화, 장애인관 1. ( 1 ) Incheon Munhak Elementary School ( )(, E-mail: sooyoun@ginue.ac.kr) Dept. of Special and Inclusive Education, Gyeongin National University of Education
특수교육제 12 권제 2 호.. 1994 3 20...,.., (,, 2011).,,.., (2007).,...., (, 2002)..
초등학생대상장애이해교육에활용된동화에나타난장애인관분석,.,..,....., (,, )?,? 2000 2011. DBpia, KISS, NDSL, RISS. 1,,,,, 293. 2 293, 20. 3 2 20,,,. 2 11, 9 20 (< 1> ).
특수교육제 12 권제 2 호 1 1999 2 2002 3 2003 4 2000 5 2000 6 2000 7 2001 (2003), (2007) (2003) (2005) (2008) (2008), (2008), (2009),, (2010) (2003) (2005),, (2010) (2005) (2005), (2009),, (2010) (2003) (2005), (2007) (2004) (2005) (2005) (2005) (2008) (2008) (2008), (2007) (2003) (2005) (2005) (2008) (2011) ( )
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 (2003) 8 J. W. 2004 (2005), (2007),, (2010) 9 2004 10 2001 (2005), (2007) (2003) (2005) 11 2002,, (2010) 12 2003 (2005) 13! 2000, (2007) 14,! 2005, (2007) (2008) 15 2005,, (2010) 16 2004 (2008) 17 2001, (2008) 18 1992 (2003) 19 1997 (2004) 20 2001, (2007) 1),, < 2>.
특수교육제 12 권제 2 호,,,,,,,,,,. 2) (2012) 4. 4 < 1>.....
초등학생대상장애이해교육에활용된동화에나타난장애인관분석,,, 4............
특수교육제 12 권제 2 호 3) (1) < 3>.. -, - -,, -, ), ), ) ). (2) < 4>.,. 1.
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 -, - -,, -,. ), ), ) ) (3) < 5> 4. -, -, ),,. ) ( )
특수교육제 12 권제 2 호 -,, -. ),. ) 1, 1 5. 1 20, 1 156, 23 199 186 93.5%...,,,.,. 5 6, < 1>. 89.58%.
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 < 6>.,,.
특수교육제 12 권제 2 호 1) < 7>, < 2>.,,,,,,,,,,,,,,,, 1..
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 9...... 6. 6,.,.....,. 4. 4 2......
특수교육제 12 권제 2 호....... -.. 2) < 3>, < 4>.
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 - - - - 115 45%... 1. 61 24%..
특수교육제 12 권제 2 호. 257 11.,. 70..,.,,,, 70%..,,,,.,.,,..,. 3) 20,,, 4.
초등학생대상장애이해교육에활용된동화에나타난장애인관분석...,. 3.,,. 4 16 < 5>. 23, 13, 6, 4. :, :.
특수교육제 12 권제 2 호 20,,..,.,,. (,, 2005). (2009). (,, 2008),,. 20 15, 5.,. (2008), 10 9.,...,.,.. (2005)
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 50%,..,.,..,...,.. (2008)... (2002). (Bogdan & Knoll, 1995; Gill, 2001; Oliver, 1990)..,.,.
특수교육제 12 권제 2 호..,..,.., (2007),., (2011).. (, 2007).,,..., 91.67%. 87.50%...,
초등학생대상장애이해교육에활용된동화에나타난장애인관분석...
특수교육제 12 권제 2 호 * (2005). :.. :., (2012). 7. (1), 45-69. * (2005)... :. (2002)... :. * (2004)... :., (2005).. (1), 63-84. * (2008)... :. * (2003)... :. *, (2007).. (2), 29-51. *,, (2010).. (4), 343-361. * (2008)... :. * (2011)... :. *, (2009).. (1), 63-82. * (2005)... :., (2009).. (1), 223-245. (2007).. (3), 235-250. * (2008)... :.
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 *,, (2010).. (2), 195-214. * (2008)... :. * (2008)... :. (2005). ( ). (1), 77-105. * (2003)... :. *, (2008).. (2), 5-26., (2011).. (3), 387-407. * (2005).., :. *, (2009).. (1), 49-66., (2008).., 1-27. Bogdan, R., & Knoll, J. (1995). The sociology of disability. In E. Meyen & T. Skrtic(Eds.), Special education and student disability: An introduction traditional, emerging and alternative prespectives(4th ed., pp. 675-711). Denver: Love Publishing Company. Gill, C. (2001). What is the "social model of disability" and why should you care? Alert; The Newsletter of the Institute on Disability and Human development, 12(2), 6-9. Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan and St Martin's Press. *.
특수교육제 12 권제 2 호 *.. - : 1.......,. 2........... 3.?.... 4..
초등학생대상장애이해교육에활용된동화에나타난장애인관분석 *?.................
특수교육제 12 권제 2 호 Kim, Jin Ju Kim, Sooyoun For general students to change attitude toward the disable, education using fairy tales is very applicable as well as effective. However, little attention has been paid to the contents of fairy tales used for education for persons with disabilities. This study analyzes the contents of twenty fairy tales used as an intervention for elementary disability awareness program. To be more specific, the view on the disabled represented in main events, illustrations and attitude change of the characters were analyzed. Four-dimension analytical framework were employed using the means of problems and the images of the disabled as two axes. The results revealed that the most frequently occurred type was physical disability, and that the third person close to the main character with disability played the role as a narrator. For the flow of the events, the problems of disability were considered social and interactional, but the disabled was projected as the people who need help (Dimension II) or who can overcome disability making superhuman efforts (Dimension ). In the illustrations, disability was regraded as a personal-level problem (Dimension I) or a problem which needs help (Dimension II). Attitudes of peripheral people, in most cases, was changed from Dimension I to Dimension II and III. Dimension IV, which views the disabled as independent and natural ones in the community, was of little importance. It is recommended that the views of the disabled in fairy tales be thoroughly examined for disability awareness program. Key Words : Disability Awareness Program, Fairy Tales, Views of the Disabled 2013. 05. 08 2013. 06. 17 2013. 06. 24