부산대학교 도서관

It's required to create all the conditions for successful inclusive education geared toward students in want of special education involving a variety of support. The purpose of this study was to examine the self-concept and social skills of three different groups of students enrolled in special classes in general elementary school. It's basically meant to acquire basic information on students in want of special education in an attempt to create all the required conditions for the success of inclusive education. Out of the three groups of students, one group received special education in pursuit of a perfect inclusion, and another received special education on a part-time basis. The third received special education on a full-time basis. Self-concept and social skills that make up the basic information on students in want of special education are barometers of their state, and the efforts to assess the self-concept and social skills of those students are expected to make a great contribution to successful inclusive education. The findings of the study were as follows:First, class enrollment made a significant difference to the self-concept of the students in need of special education who were investigated. The students who received part-time special education scored better than the others who received special education for perfect inclusion and those who received full-time special education. There was no significant gap between the latter two groups.The finding that the students who received special education both in inclusive and special classes had a better self-concept denoted that a supply of educational service by multiple human resources involving a teacher in charge of inclusive class and a teacher in charge of special class would be one of the sure ways to ensure successful inclusive education. And it could be inferred from the finding that psychological inclusion was more conducive to the self-concept of the students in want of special education than physical inclusion.Second, class enrollment made a significant difference to the social skills of the students in need of special education. Social skills refer to skills that an individual should have to lead a harmonious social life, and the students who received special education for perfect inclusion got far better scores than their counterparts. In particular, there was a gap by approximately 10 scores between the former and those who received full-time special education. Class enrollment hinged on the extent and degree of social skills acquired by the students, and whether the students in want of special education benefitted from inclusive education was largely reliant on their social skills.There was no difference in self-concept and social skills between the boys and girls in want of special education. Gender made no differences to the self-concept and social skills acquisition of the elementary schoolers who received coed education. The finding indicated that special education service was well provided to both of the boys and girls, and no gap was found between the two in school life.Whether class enrollment made any differences to the self- concept and social skills of the students in want of special education was checked by utilizing an inventory, and they got a mean of 17.88 on self-concept out of possible 50 points. Students were normally supposed to get 25 marks when they were assessed by the inventory, and collective average of the students who participated in this study was below the average. Especially, their self-concept linked to peer relationship was lower than the other sorts of their self-concept, which justified the necessity of education about peer relationship and disabilities. As for social skills, students were usually supposed to get a mean of 30 out of possible 60 points, but the students got a mean of 16.75, which was far below the average.The findings that the students lagged behind in terms of both self- concept and social skills implied that they should receive appropriate education in inclusive setting, Provided that all the necessary conditions are satisfied, inclusive education will be successful, and the ultimate goal of special education will be attained as well.