초등학교 통합교실의 장애 학생을 위한 평가적합화에 대한 교사 인식
Published Online: Dec 31, 2001
ABSTRACT
The purpose of this research was to examine elementary school teachers ' perception in evaluation adaptation in elementary inclusive classrooms. We studied up on research tasks by such statistical analysis as frequency analysis, χ2, and regression analysis to the checklist on evaluation adaptations in elementary inclusive classrooms. Results of this research were as follows. First, most teachers answered that a good few strategies had helpfulness, feasibility, and fairness.
But, the practical usage degree was responded low. Second, prior knowledges of evaluation adaptation were independent of the practical usage degree of evaluation adaptation strategies. Finally, such variables as helpfulness, feasibility, and fairness were appropriate for predicting the practical usage degree of evaluation adaptation. Thus, the feasibility of strategies was the foremost predictable variables on the practical usage degree of evaluation adaptation.