본 연구는 경상남도 통합학급 교사를 대상으로 통합교육환경에서 교사가 인식하는 장애학생 학교폭력에 대한 실태 및 유형과 원인을 설문하여 분석하고 요인들 간의 상관관계를 알아보고자 하였다. 분석한 결과는 다음과 같다. 첫째, 통합학급 일반교사가 인식하는 장애학생 학교폭력 유형으로는 언어 폭력이 가장 많이 나타났고, 발생 시간은 쉬는 시간이, 발생 장소는 학급교실이 가장 높았다. 둘째, 장애학생 학교폭력 관련 요인은 개인 요인에서 2개요인(‘개인 속성’, ‘개인 행동’), 외부 요인에서 5개요인(‘가정’,‘지역’, ‘학교’, ‘지역’, ‘문화’) 등 총 7개 요인으로 밝혀졌다.

The purpose of this study was to analyze the relevant factors, actual status and type and to investigate the relationship between those factors for school violence of students with disabilities that teachers have been recognized by the inclusive educational environment. The analysis results are as follows: First, the type of school violence of students with disabilities which is recognized by inclusive classroom teachers, verbal violence occurs most often. The most occurrence time is in recess, the most occurrence place in the class room. In addition, recognition of counselor, special education teacher is the highest. After school violence occurs, measures that schools take has been found to be ‘to guidance in consultation with the special education teacher’ is the most common. Second, divide the variables associated with school violence of students with disabilities by personal variables according to the characteristics of the disorder and external variables that may affect the student``s school violence such as home, school, community, and investigate the related factors. Also a result of examining the relationship between those factors, 2 factors in personal variables (‘private attributes``, ‘personal behavior``), the 5 factors in the external variables (‘home``, ‘relationship``, ‘school``, ‘community``, ‘culture``) and turned out to be a factor in a total of 7. Private attribute factors are related to school achievement, disobedience, damage report, hygiene, appearance, intelligence, etc. Personal behavior factors are mainly related to hyperactivity, learning disturbances, communication, interpersonal relations, etc.