Childcare Teacher's Cognition of Human Right Awareness for Handicapped Children and Consciousness of Social Integration
보육교사가 인지하는 장애아동의 인권인식과 사회통합에 대한 연구

Mi-Na Lee, Young-Chun Kim
2016 The Journal of the Korea Contents Association  
The purpose of this research is to examine childcare teacher's cognition of human right awareness for handicapped children and consciousness of social integration. The subjects were 209 kindergarten teachers in G city. The collected data were analyzed by descriptive statistics, correlation, and regression analysis with SPSS ver. 14.0. The results are as follows: Among the childcare teacher's awareness about children with disabilities human right, awareness of right to survive, right to be
more » ... , right to be protected, right to participate, and right to development had direct effects on their consciousness of social integration. Among the social supports influenced by childcare teacher's awareness of human right, informational support and material support had both direct and indirect effects on their consciousness of social integration. Therefore, as childcare teachers' awareness of human right is an important factor for their consciousness of social integration, a systemic human right education for human right awareness should be provided, the necessity of establishing various social support system should be recognized to foster the social environment of respecting young children's human right, and human right awareness should be practiced into action in daily life, in order to help childcare teachers to develop as the main agents of children's human right. ■ keyword :|Human Right|Social Integration|Social Support|Handicapped Children|
doi:10.5392/jkca.2016.16.04.387 fatcat:guzgkvr53jb43ixk2enqxhomea