지적장애학생을 위한 원격교육 실태 및 운영 방안 탐색

• 영문명: A Study on Actual Conditions and Improvement Plans of Distance Learning for the Students with Intellectual Disabilities
• 발행기관: 한국특수교육학회
• 저자명: 김현집 신현기
• 간행물 정보: 『특수교육학연구』제55권 제4호, 1~33쪽, 전체 33쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.03.31

국문 초록

본 연구는 지적장애학생을 대상으로 하는 원격교육의 운영 현황 및 실태를 알아보고, 원격교육 운영과 관련한 특수교사의 인식을 살펴보며, 나아가 보다 효과적인 특수교육 원격수업 운영을 위한 요구 및 방안을 탐색하고자 함에 목적이 있다. 이를 위해 양적·질적 연구를 서로 보완하는 수렴적 병렬 혼합연구를 실시하였다. 먼저, 최근 지적장애학생을 대상으로 원격교육을 실시한 경험이 있는 특수교사 353명을 대상으로 원격교육 운영 현황 및 인식에 대한 설문조사를 하였다. 다음으로, 특수교사 8명(특수학교 교사 4명, 특수학급 교사 4명)을 대상으로 심층 면담하였다. 연구 결과는 다음과 같다. 첫째, 원격교육 운영 현황 및 실태와 관련하여, 특수교사가 가장 많이 활용한 원격교육 유형은 콘텐츠활용중심수업이었고, 혼합 유형을 선택한 경우에도 콘텐츠를 활용한 수업이 함께 이루어진 경우가 대부분이었다. 원격수업에 주로 활용한 플랫폼은 ZOOM(실시간쌍방향수업)과 e학습터(콘텐츠활용중심수업)였고, 주로 활용한 콘텐츠는 교사가 자체 제작한 콘텐츠였다. 한 차시 수업 준비 시간은 평균 63분, 수업 소요 시간은 25분 정도였다. 둘째, 원격교육 운영에 관한 특수교사의 인식을 살펴본 결과, 특수교사는 원격교육이 대면교육보다 더 어렵고, 업무과중도도 더 높아졌다고 응답하였다. 마지막으로, 효과적인 원격교육 운영과 관련한 요구 및 방안을 알아본 결과, 특수교육대상학생을 위한 콘텐츠가 다양하게 개발되어야 하며, 특수교육용 자료를 모을 수 있고, 장애학생도 접근이 용이한 LMS형 특수교육 원격수업 플랫폼이 구축되어야 한다고 하였다. 본 연구 결과와 최근 이루어진 원격교육 관련 연구 등을 토대로 특수교육 원격수업의 효과적 운영 방안에 대해 논의하였으며, 추후 국가별 특수교육 원격수업 운영 관련 현황 분석, 원격교육 수업모형 개발, 디지털역량 및 리터러시 강화를 위한 연구 등이 필요함을 제언하였다.

영문 초록

This study was conducted to investigate the actual conditions of distance learning for the students with intellectual disabilities, to examine the perception of special education teachers regarding distance learning operation, and to explore the requirements and improvement plans for more effective distance learning operation in special education field. For the research, the author conducted a convergent parallel mixed study that complements both quantitative and qualitative studies. First, a survey was conducted on the current status and perception of distance learning operation of 353 special education teachers who had recently conducted distance learning for the students with intellectual disabilities. Next, eight special education teachers who had participated in research or data production related to distance learning were interviewed. The results of the study are as follows: First, regarding the actual conditions of the distance learning operation, the most utilized type of distance learning was content utilization class. The platforms mainly utilized in the class were ZOOM and e-learning sites. The teachers mainly used self-produced contents because they could not secure sufficient amount of contents for special education or had difficulties in individualization for special students. The average time for one class preparation was 63 minutes, and average class was 25 minutes in length. Second, special education teachers responded that distance learning was more difficult to operate and brought heavier workload compared to face-to-face education. Teachers had been challenged not only by lack of digital literacy, but also by copyright issues and the burden of revealing classes. In addition, it was difficult for them to understand the degree of student understanding, as it was difficult to provide immediate feedback or interact with the students in class. For these reasons, the special education teachers showed low satisfaction and expectation of distance learning for the students with intellectual disabilities. Finally, as a demand for more effective distance learning operation, the special education teachers responded that various distance learning contents for the students with intellectual disabilities should be developed and special education distance learning platform(LMS) which is easy to accumulate and access special education contents should be established. They also hoped that the special education curriculum itself should be designed to enable distance learning, and digital literacies of teachers, students and parents altogether should be strengthened. As a means of distance learning for the students with severe intellectual disabilities, they insisted that life-oriented curriculum for distance learning should be developed, and local community support for education and childcare should be conducted. Also, they recommended measures to utilize EduTech or assistive technology devices, and suggested utilization plans of remote control or macro settings in computer programs. Based on the results of this study and recent research on distance learning, the author discussed the needed measures for effective distance learning operation in special education.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 제언

참고문헌

키워드

원격교육 원격수업 온라인개학 코로나19 Distance education Distance learning Online starting school COVID-19