본 연구는 특수교육대상자의 성별, 학교·급별에 따른 학교폭력 실태의 차이를 알아보고, 예방 방안에 대한 학부모의 인식을 알아봄으로써 학생들이 학교폭력 상황에 적절히 대처하며 행복한 학교생활을 해나가도록 하려는데 그 목적이 있다. 학교폭력 실태의 차이 분석 결과 피해 경험 최초 시기, 피해 유형, 피해 경험 후 도움을 요청하지 않은 이유 등은 성별 및 학교·급별로 차이를 보이지 않았다. 피해 경험 정도와 피해 고통의 정도는 성별의 차이가 없었다. 피해 고통의 정도에 관한 차이는 특수학교의 경우 짜증이 많이 심했고, 특수학급은 등교를 많이 거부했다. 또 특수학급 학생의 경우가 특수학교 학생보다 더 심하게 나타난 것들은 피해 경험정도 및 피해 경험의 지속 정도였다. 피해 경험 후 도움을 가장 많이 요청한 대상은 부모와 담임교사였다. 예방 방안에 대한 인식은 성별, 학교·급, 장애유형의 세 가지 변인을 살펴보았는데, 성별의 차이는 없었다. 학교·급별 분석 결과는 ‘사소한 괴롭힘도 폭력임을 이해하기’, ‘밤늦게 돌아다니지 않기’, ‘선생님·부모님과 함께 폭력예방 동영상 보기’, ‘폭력예방 평가 및 설문 조사에 부모님과 함께 참여하기’에서 유의미한 차이가 나타났다. 장애유형별 예방 방안의 인식은 ‘고운 말을 사용하고, 친구에게 욕설 안하기’와 ‘폭력예방 평가 및 설문 조사에 부모님과 함께 참여하기’에서 유의미한 차이가 나타났으며, 사후검증 결과 학습장애 유형의 인식이 가장 높았다. 그리고 게임·인터넷 중독 예방교육 강화와 바른 언어 사용교육, 학교폭력 및 학생위험 제로환경 조성, 학교 내외 안전 인프라 연계·강화 노력, 긴급전화 설치, 전문상담교사 배치, 학교폭력문제 담당 전담기구 구성, 지식 위주의 학교 풍토 지양 및 인성교육 강화, 박근혜정부의 ‘어울림’ 인성교육 프로그램 실시 등을 예방 방안과 관련하여 논의하고, 후속연구를 제언하였다.
This study looked into differences in the current status of school violence with respect to sex, school, and grade of subjects in special education, and parents` perceptions on its prevention, aiming to encourage subjects to properly deal with school violence and enjoy school life. As a result, it was discovered that: as for questions on the period when subjects had their first experience of school violence, the types of violence, and the reasons students did not ask for help after they experienced violence, there were no statistically significant differences between groups according to sex or school grade. With respect to incidents of school violence and the degree of pain, there were no statistically significant differences between groups according to sex. For the degree of pain due to violence, those in special schools were very irritated and many of the subjects in special classes refused to go to school. The subjects in special classes had more violent experiences and continuity than those in special schools. The subjects who were asked for help more after an incident at school were parents and teachers in charge. With respect to perceptions on prevention, there were three variables: sex, school and class, and disability type, and there was no statistically significant difference between groups according to sex. In analysing them according to school and class, there was a statistically significant difference between groups in the following areas: understanding teasing as a type of violence, not hanging around late at night, watching a video on violence prevention with teachers and parents, taking part in violence prevention evaluations, and doing a questionnaire with parents. For the perceptions on violence prevention according to disability types, there was a significant difference in the following areas: using proper language, not naming friends, taking part in a violence prevention evaluation and doing a questionnaire with parents, and as a result of the post-test, the perception of the types of learning disorder was highest. Finally, the study discussed violence prevention directions: reinforcement of education to prevent game and internet addiction, education on the use of proper language, making a school violence free and a risk free environment for students, knowing how to connect with safety infrastructure, emergency call services, professional counselling services, opening an organization for school violence, controlling a knowledge-oriented school climate, reinforcement of personality education, harmonized personality education programs, and suggested further studies.