본 연구는 초등학생의 장애학생에 대한 태도를 개선하기 위한 장애이해교육과 장애체험활동이 초등학생의 장애 인식 및 장애 수용태도에 미치는 효과 차이를 알아보는데 목적이 있다. 연구의 대상은 포항시 소재 E초등학교 3학년 2개 반을 선정하여 장애이해교육 집단 40명 장애체험활동 집단 40명 총 80명을 대상으로 하였으며, 장애이해교육 및 장애체험활동을 실시한 전후에 장애 인식과 수용태도를 측정하여 사전, 사후 검사 점수 차이를 분석하여 얻어진 결론은 다음과 같다. 장애이해 교육과 장애체험 활동은 초등학생의 장애인식을 개선하는데 효과적이었으나 초등학생의 장애수용태도를 개선하는 데는 효과의 차이가 거의 없는 것으로 나타났다.

The purpose of this study is to analyze the effects of teaching for understanding of disabilities and experiential learning about disabilities on the perception and accepting attitude toward students with disabilities of students with nondisabilities in elementary school. To accomplish this purpose, the questions were established as follows; First, is there any significant difference in the perception and attitude toward the students with disabilities between understanding learning group and experiential learning group about disabilities? Second, is there any significant difference in the accepting attitude toward students with disabilities between understanding learning group and experiential group about disabilities? To answer these questions, among the 3rd year students in E Elementary School located in Pohang city in Gyeongsangbuk-do province, 80 nondisabilities were selected as the experimental and the control group. The treatments such as an understanding and an experiential program about disabilities were performed to experimental and control group each. And the ANCOVA was applied for analyzing the difference of perception and accepting attitude test scores between experimental and control group. The results of this study are as follows. First, the programs for understanding learning and experiential learning were more effective than the program for the control group students in terms of perceiving more positively students with disabilities. Especially, the experiential learning group about disabilities was more effective than the understanding group. Second, the programs for understanding learning and experiential learning about disabilities were more effective than the control group in terms of changing the accepting attitude toward students with disabilities. However, there was no significant difference between experimental and control group. Therefore, the programs for understanding leaning and experiential learning about disabilities need to be generally employed. Besides, more researches will be required to develop more effective program for changing perception and accepting attitude toward student with disabilities.