개별화교육프로그램 운영실태와 개선방안에 대한 중학교 특수학급 담당교사의 인식

• 영문명: Perception of Special Class Teachers of Middle Schools on Implementation and Improvement of Individualized Education Program
• 발행기관: 한국특수교육학회
• 저자명: 방명애(Bang Myong-Ye) 강남숙(Kang Nam-Sook)
• 간행물 정보: 『특수교육학연구』제39권 제4호, 149~173쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.03.01

국문 초록

본 연구의 목적은 개별화교육프로그램의 운영 실태와 개선방안에 대한 중학교 특수학급 담당교사의인식을 분석하여 특수학급에서 교육을 받고 있는 장애 중학생의 개별화교육의 방향을 모색하는데 있다. 전국에 특수학급이 설치된 중학교 591개교의 특수학급 담당교사에게 설문지를 우편으로 발송하였으며, 424부(71.7%)를 회수하여 분석하였다. 연구결과는 다음과 같다. 첫째, 특수학급 담당교사는 개별화교육프로그램의 수립 시 학생의 기초조사를 하고 학생의 학습능력 수준을 고려한다고 보고한 반면에, 개별화교육 운영위원회와 장애학생 학부모는 적극적으로 참여하고 있지 않은 것으로 인식했다. 둘째, 특수학급 담당교사는 개별화프로그램을 실행하는데 있어서 개별화교육프로그램을 수업시간에 적용하고 평가결과를 개별화교육프로그램의 목표에 반영하는 것은 잘 하고 있다고 인식하고 있으나, 학부모와 의사교환을 하거나 웹자료를 이용하는 것은 부진하다고 인식하고 있었다. 셋째, 특수학급 담당교사는 자신의 개별화교육프로그램의 수행능력에 있어서 장단기 목표를 설정하고 장애특성에 따라 수업자료를 적용하는 것은 높게 인식하고있으나, 대안적 수업전략을 사용하고 준거참조검사를 사용하며 사회적 기능과 직업적 기능을 교수하는 것은 낮게 인식하고 있었다. 넷째, 특수학급 담당교사가 제시하는 개별화교육프로그램의 효율적인 실행을 위한 개선방안은 다양한 개별화교육프로그램의 모형개발, 교사 1인당 담당학생 수의 하향 조정, 행정적 및 재정적 지원 등이다.

영문 초록

The purpose of the study was to investigate perception of special class teachers of middle schools on implementation and improvement of Individualized Education Program. Subjects were 424 special class teachers all over the country. Research questions were about writing IEP, implementation of IEP, teacher ability of implementing IEP, and suggestions for improving IEP. Background variables of teachers were gender, age, type of school foundation(national vs. public), location of the school, type of teaching certificate, teaching experiences, and special education teaching experiences. The instrument to measure writing IEP was composed of 9 items(1: strongly disagree; 5: strongly agree) and total scores ranged from 9 to 45. The instrument to measure implementation of IEP was composed of 9 items(1: strongly disagree; 5: strongly agree) and total scores ranged from 9 to 45. The instrument to measure teacher ability of implementing IEP was composed of 22 items(1: strongly disagree; 5: strongly agree) and total scores ranged from 22 to 110. The instrument to measure suggestions for improving IEP was composed of 10 items ranked by 1(the least important) through 5(the most important). The study results were as follows: First, special class teachers reported that they were good at considering students' background information and student's abilities and setting long-term goals and short-term objectives in writing IEP. On the contrary, they reported that Individualized Education Planning Committee and parent participation were not effective for writing IEP. Second, special class teachers reported that they were good at integrating IEP into the class, revising IEP on the basis of evaluation results, and revising IEP according to education contents in implementing IEP. On the contrary, they were not good at communicating with parents and using web-sites and computer software in implementing IEP. Third, special class teachers perceived that they had abilities in setting long-termgoals and short-term objectives, making instructional materials in the basis of student's disability characteristics, and consulting with parents. On the contrary, they perceived that they had less abilities in using alternative instructional strategies, using criterion-referenced test for student evaluation, and teaching social functions and vocational functions. Finally, teachers perceived various model development of IEP, decrease of student ratio to teacher, and administrative and financial support as important factors for improving IEP. On the contrary, they did not perceive revision of IEP related laws, active participation of parents, and enhancement of teacher abilities as important factors for improving IEP.

목차

< 요 약 >

Ⅰ. 서론

Ⅱ. 개별화교육 프로그램

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 논의 및 결론

참고문헌

Abstract