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The purpose of study is to find the early childhood teacher's attitudes toward integrated education for young children with disabilities, whether the teachers are in the kindergarten of integrated education or in the kindergarten of general education. The subjects are 300 teachers from 30 kindergartens of integrated education and 30 kindergartens of general education in Seoul and the suburbs. The methods of statistical analysis are frequency and percentage, mean, Cronbach's α, t-test and Pearson's correlation. The results of this study are as follows: 1) The attitudes of teachers in the kindergarten of integrated education are more positive toward integrated education for young children with disabilities than the attitudes of teachers in the kindergarten of general education are. 2) The attitudes of young teachers in their twenties are more positive toward integrated education for young children with disabilities than the attitudes of old teachers in their thirties or forties are. And, the attitudes of teachers with an integrated education training experience are more positive toward integrated education than the attitudes of the teachers without a training experience are. 3) In case of kindergartens of integrated education, the teachers' job satisfactions have positive correlation with the teachers' attitudes toward integrated education for young children with disabilities.

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