본 연구는 학습장애 학생이 경험하는 학교폭력에 대한 교사들의 인식과 대처방법을 밝히 는 데 목적이 있다. 이를 위해 학습장애 학생을 가르쳐 본 경험이 있는 교사 5명을 대상으 로 학습장애 학생들에게 행해지는 학교폭력영상을 보여주고, 반구조화 된 면접을 실시하였 다. 면접 결과, 학습장애 학생의 학교폭력 피해에 대한 교사의 인식은 심각성과 느낌, 장애 이해, 가해자 대처, 피해자 대처의 4개 주요범주, 13개 하위범주로 도출되었다. 연구결과를 통해 교사들이 학습장애에 대해 어느 정도 이해하고 있었으며, 학습장애 학생들이 경험하는 학교폭력 피해의 심각성도 인식하고 있는 것을 알 수 있었다. 그러나 장애의 특징으로 인해 폭력사건 처리에 어려움이 있음을 피력하면서도 어떻게 그 어려움을 극복하고 있는지는 피 상적으로 답하거나 혹은 답하지 못한다는 점은 우려스러운 결과였다. 또 폭력상황을 처리함 에 있어 상담교사 등 여타 전문가에 의지하는 비중이 크다는 것도 알 수 있었다. 본 연구의 결과는 교사들이 학습장애 학생이 학교폭력에 연루되었을 때 그 폭력에 적절히 대처하고 추 후 폭력을 예방할 수 있도록 준비시킬 필요가 있음을 시사한다.
The current study was designed to investigate general education teachers' perception and reaction to the school bullying toward students with learning disabilities. Five secondary school general education teachers were interviewed about the school bullying toward students with learning disabilities. They responded to the interview questions after watching two video files about bullying toward a student with learning disability in a highschool. Teachers' responses were classified into thirteen categories across four different areas. The four areas were the seriousness and feeling that teachers perceived regarding the bullying situations, teachers' understandings about learning disability victims, reactions toward bullies, and reactions toward the victims. The results showed that general education teachers perceived the bullying seriously and had sufficient knowledge about difficulties that learning disabilities experience in the bullying situations. Teachers also explained that because students with learning disabilities have difficulties recognizing the bullying and communicating their damage, it was difficult to resolve the bullying situation properly and promptly. However, they showed little evidence that they have any strategy or special reaction system to tackle those difficulties in order to protect students with learning disabilities from the bullying. It was also proved that general education teachers heavily relied on the school counselors regarding reaction to the victims with learning disabilities. Our results showed that general education teachers need to be better prepared to effectively protect students with learning disabilities from the school bullying. Suggestions about teacher education and future research directions were provided.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고문헌
