특수학교 교육과정과 일반학교 교육과정 연계 방안 모색을 위한 일반학교 교사 인식 조사

• 영문명: The research on the general school teacher s recognition to find ways to connect the special school curriculum and the general school curriculum
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 권택환(Kwon, Taeg-Hwan) 강성종(Gang, Seong-Jong)
• 간행물 정보: 『지체.중복.건강장애연구』제52권 제3호, 171~191쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.07.30

국문 초록

본 연구는 특수교육과 일반교육의 연계 방안을 모색하기 위해 교육과정 운영과 개발 및 행정조직에 대한 일반학교 교사들의 인식 수준을 알아보는데 그 목적이 있다. 이를 위해 외국의 교육과정 운영 형태와 개발 구조를 중심으로 특수학교와 일반학교 교육과정 연계 방안에 대해 고찰하였고, 관련 문헌의 분석을 통해 전문가들의 검토를 거쳐 설문 문항을 개발하여, 교육대학원 특수교육 전공 중인 일반교사 102명을 대상으로 설문을 실시하였다. 이 연구에서 나타난 결과는 첫째, 대부분의 일반학교 교사들의 경우, 특수교육과 일반교육의 목표와 내용 및 교수-학습 방법에 대해 분리적 성격보다는 통합적 형태에 대한 요구가 강하며, 장애학생의 평가 방법에 대해서는 장애 특성을 고려하여 달리 접근할 필요가 있는 것으로 인식하고 있었다. 또한 장애학생의 일반학급 통합에 대해서는 다소 부정적이며, 장애학생을 위한 교육과정 제공에 어려움이 있는 것으로 나타났다. 둘째, 대부분의 일반학교 교사들의 경우, 특수학교 교육과정 개발 시 특수교육과 일반교육이 다른 체제와 시기 및 분리적 형태로 개발하기보다는 특수교육과 일반교육의 보편성은 연계하고, 특수학교 교육과정의 특수성은 학교수준 교육과정에서 개발·적용하는 일원화 체제로 개발할 필요가 있는 것으로 인식하고 있었다. 셋째, 대부분의 일반학교 교사들의 경우, 통합교육의 효율적인 운영과 교사 간 협력 체제 구축을 위해 향후 특수교원 양성과정을 특수교육으로 별도 양성하는 것이 아니라 단일 구조 내에서 양성하는 것이 바람직한 것으로 인식하고 있었다. 또한 특수학교와 일반학교 교육과정 연계를 위해서는 개발 초기부터 협력하고 논의할 수 있는 정부 부처의 교육과정 정책과에 특수교육 전공 전문직 인사 배치와 지역교육청별 교육과정 연구팀의 의무적 신설, 특수교사와 일반교사 간의 통합 연수과정에 대해 긍정적인 인식을 가지고 있다.

영문 초록

The primary purpose of this research is to closely observe general school teacher s perspectives on education development and school administrations, in order to find a way for connecting special education and general education. To make it possible, foreign education systems and development structures were closely observed, and the survey (made after referring to related scholarly articles and getting help from the experts in this field) answers from 102 respondents, who are currently attending the graduate school of education and majoring in special education, were studied. The research results on the previously described topic are as follows. First, many of the general school teachers thought that the general school curriculum and the special school curriculum should be taught in the same way. However, general school teachers thought that the handicapped students should be evaluated in a different way than the way the normal students are evaluated. Also, the teachers tended to hold negative views on putting the students for mental difficulty and the able-bodied students into the same class room, mainly due to the fact that the curriculum provided within the same classroom would not be effective. Second, majority of the normal school teachers did not want to develop curriculum for these two groups but rather, the teachers claimed to seek special options for handicapped students, on the basis of the curriculum that is provided to both the able-bodied and the disabled students. Finally, many school teachers believed that those teachers who teach special education should not be selected and trained for the special purpose. The teachers did not want to distinguish the teachers who teach mentally and physically disabled students from the other teachers. Moreover, the teachers were positive about the fact the governmental office and the local society try to come up with the department that would professionally support a teacher in becoming a teacher for both disabled and normal students. They believed that such efforts would increase the efficiency in providing a quality education for all students. The primary purpose of this research is to closely observe general school teacher s perspectives on education development and school administrations, in order to find a way for connecting special education and general education. To make it possible, foreign education systems and development structures were closely observed, and the survey (made after referring to related scholarly articles and getting help from the experts in this field) answers from 102 respondents, who are currently attending the graduate school of education and majoring in special education, were studied. The research results on the previously described topic are as follows. First, many of the general school teachers thought that the general school curriculum and the special school curriculum should be taught in the same way. However, general school teachers thought that the handicapped students should be evaluated in a different way than the way the normal students are evaluated. Also, the teachers tended to hold negative views on putting the students for mental difficulty and the able-bodied students into the same class room, mainly due to the fact that the curriculum provided within the same classroom would not be effective. Second, majority of the normal school teachers did not want to develop curriculum for these two groups but rather, the teachers claimed to seek special options for handicapped students, on the basis of the curriculum that is provided to both the able-bodied and the disabled students. Finally, many school teachers believed that those teachers who teach special education should not be selected and trained for the special purpose. The teachers did not want to distinguish the teachers who teach mentally and physically disabled students from the other teachers.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

키워드

일반학교 교육과정 특수학교 교육과정 연계성 통합교육 분리교육 general curriculum special curriculum continuity inclusion segregated education