“2008년 개정 특수학교 교육과정”에 의한 학교교육과정 편성,운영 실태 분석

윤광보 ( Kwang Bo Yoon ),우정한 ( Jeong Han Woo ) 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.2

이 연구는 2008년 개정 특수학교 교육과정에 따른 단위 특수학교의 교육과정 개발 및 편성ㆍ운영 실태를 알아보고, 이를 토대로 교육과정이 학교 현장에 정착되는데 필요한 시사점을 제공하기 위해 실시하였다. 이를 위해 장애영역별로 정신지체학교는 20개, 나머지 장애영역은 6개씩 모두 44개의 특수학교를 대상으로 설문조사를 실시하였다. 연구 결과 학교교육과정 개발은 연구부 및 교육과정 담당부서를 중심으로 개발되고 있었고, 외부 전문가 및 지역사회 인사는 거의 참여하지 않는 것으로 나타났다. 그리고 교과별 교육과정을 재구성할 때 학생의 장애특성을 고려하면서 주로 교육내용을 수정하는 것으로 나타났다. 교육과정 편성ㆍ운영과 관련해서는 대부분의 특수학교들이 장애영역별 학교에 상관없이 필요에 따라 국민공통기본교육과정과 기본교육과정을 선택하고 있으며 병행 운영하는 학교도 다수 있었다. 그리고 치료지원활동은 주로 재량활동과 방과 후 시간을 이용하여 실시하고 있었다. 이와 같은 결과를 토대로 시사점을 제시하였다. The purpose of this study was to know current status of special school curriculum development and organizationㆍmanagement according to “revision of special school curriculum in 2008”. For this study, 44 special schools across 5 disability areas were employed and researched by questionnaire. The results of this study were as follows. First, special school curriculum was developed by research division and curriculum division of school, but outside curriculum professionals and community personnel were not participated in curriculum development. When schools restructure subjects curriculum, they revised curriculum contents based on students’ disabilities characters. Second, concerning curriculum organizationㆍmanagement, many schools selected national common basic curriculum or basic curriculum without disability area of school, and some schools managed combined curriculum. Most schools ware managing therapy support activities 2 hours in a week availing discretion activity time and after school time. Based on this results, discussion and some suggestions were provided for better implementation of special school curriculum.

통합학급 교사의 교수활동에 필요한 지식기반에 대한 조사연구

윤광보 ( Kwang Bo Yoon ),우정한 ( Jeong Han Woo ),김영숙 ( Young Suk Kim ) 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.1

본 연구는 통합교육의 질을 보장하기 위해서는 교사들의 교수활동에 대한 지식기반이 가장 중요한 영향을 미친다는 관점에서, 통합학급 교사들을 대상으로 통합교육의 교수활동에 필요한 교과내용 지식, 교수법 지식, 교육상황 지식의 기반을 알아보고자 하였다. 이를 위해 통합학급 담당교사 연수에 참여한 186명의 초등학교 교사들을 설문조사를 실시하였다. 연구의 내용에서 교과내용에 대한 지식은 통합교육 장면에서 교과별로 특수교육 대상학생들이 학습하기 어려운 교과 및 교사가 지도하기 어려운 교과 등에 대해 알아보았고, 교수법에 대한 지식은 특수교육 대상학생들에게 적절한 지도법과 기술 등에 대해 알아보았다. 그리고 교육상황에 대한 지식은 통합교육의 성공적 실행을 위하여 특수교육 대상학생과 비장애학생, 학교와 교사에 요구되는 요인 등 교육상황에 대하여 조사.분석하였다. Teachers’ knowledge-base for their teaching activity has been identified as fundamental to improving the quality of inclusive education. Thus, the aim of this study was to examine a knowledge-base for teaching practices including course subject contents, teaching methods, and educational environment in inclusive education. A survey (questionnaire) method was performed from 186 elementary teachers who participated in a training program for inclusive education. This study examined potential difficulties and challenges facing inclusive education system based on three interrelated survey questions. First, the knowledge base of subject contents was assessed by two main themes: (1) the most difficult subject content in their curriculum for children with disabilities; (2) the most difficult subject content in their curriculum for teachers in inclusive education. From analysis of the results, the mathematics and national language were identified as the difficult subjects in the field of special education for teaching and learning by teachers and children, respectively. Second, the knowledge base of teaching methods and skills was assessed for children with disabilities. Our study found that children with disabilities selected a cooperative learning as their favorite teaching and learning methods. In contrast, lessons that consist of practical discussions and lectures were identified as their difficult methods for both teaching and learning. Finally, we examined a knowledge base of educational environment to assess the needs of both children with and without disabilities for effective inclusion, and various factors that need to be prepared by school for inclusive education. Our results indicate that, to be successful in inclusive education, it is important for children without disabilities to express their opinion in classroom, and for teachers to make every effort to keep students interested and engaged. Moreover, it is also important for children without disabilities to recognize children with disabilities as their classmates that will help them further accept and establish friendship with them. In order to achieve high quality of inclusive education systems, continuing efforts in developing professional programs for effective teaching and learning practices should be made. Consequently, future challenges are to explore teacher’s knowledge base for teaching practices such as course contents, teaching methods, and educational environment at all levels of curriculum that include elementary, middle and high schools, which are fundamental to enhancing inclusive education.

특수교육 저널: 이론과 실천 : 특수교육 교육과정 고시의 문제와 대안 탐색

윤광보 ( Kwang Bo Yoon ) 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.3

본 연구는 특수교육 교육과정을 초·중등학교 교육과정과 시간차를 두고 고시하는데서 발생하는 문제에 대한 개선안을 탐색하기 위하여 수행되었다. 이를 위하여 고시의 근거 규정이되는 법규를 특수교육 교육과정의 성격과 초·중등학교 교육과정의 근거 규정에 비추어 검토하고 문제와 대안을 탐색하였다. 그리고 특수교육과정의 개정 차시별로 적용된 고시 방식을 검토하고 특수교육 교육과정과 초·중등학교 교육과정을 동시 및 통합 고시하는 방안을 탐색하였다. 연구의 결론은 다음과 같다. 첫째, 장애인 등에 대한 특수교육법 시행규칙 제3조의 2는 학교의 교육과정 운영에 관한 의무사항, 국가와 지역의 교육과정 기준 설정권, 학교의 교과에 대한 결정권 조항을 규정해야하며, 기본교육과정에 대한 규정은 다양한 형태의 교육과정 개발이 가능할 수 있도록 국가의 관여를 줄여야 할 것으로 나타났다. 둘째, 특수교육 교육과정과 초·중등학교 교육과정을 동시 및 통합 고시하는 가장 현실적인방안은 유치원과 초·중등학교 교육과정 및 특수학교 교육과정을 하나로 합본하여 ‘국가교육과정 기준’ 혹은 ‘유치원 및 학교 교육과정’으로 고시하는 방안을 제시하였다. This study was performed to explore improvement proposals for issues that arise from the notification of special education curriculum with a certain amount of time lag after the notification of elementary and middle school curriculum. For this, we examined regulations that form the ground rules for notification based on the characteristics of special education curriculum and ground rules of elementary and middle school curriculum, investigated its problems and searched for countermeasures. In addition, we examined the applied notification methods according to each terms of revision in special education curriculum, and explored measures of simultaneous and combined notification of special education curriculum together with elementary and middle school curriculum. The study result is as follows. First, Article 3, paragraph 2 of the enforcement regulation in special education law for disabled people must define the mandatory obligations of the school concerning implementation of curriculum, the state and local authorities`` right to establish standards for the curriculum, and the minister of education``s right to decide on the school curriculum. Also, existing regulations on the basiccurriculum should minimize government intervention in order to allow various forms of curriculum development. Second, as the most practical measure of conducting combined and simultaneous notification of special education curriculum with the elementary and middle school curriculum, we suggested to bind special education curriculum with that of preschool, elementary and middle school and notify as ``national curriculum`` or ``preschool and school curriculum.``

개별화교육계획에 의한 교육과정 개별화 방안 연구

윤광보 ( Kwang?bo Yoon ) 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.3

본 연구는 본 연구는 개별화교육계획에 의한 교육과정 개별화 방안을 제시하여 학급의 수업과 개별화교육계획에 의한 해당 학생의 수업이 불일치가 발생하지 않도록 하고자 한다. 이를 위하여 선행연구를 고찰하고, 미국의 「장애인교육법」과 우리나라의「장애인 등에 대한 특수교육법」을 분석하는 방법으로 개별화교육계획의 교육과정적 기능, 교육과정 개별화를 위한 개별화교육계획의 과제, 그리고 개별화교육계획을 반영하여 학급 공통의 수업계획안을 수립하고 실행하는 방안을 제시하였다. The present study purposed to suggest a plan for curriculum individualization using individualized education program in order to remove discrepancies betweencommon classes and teaching of individualized education program for disabled students. For this, this study suggested how to make and execute teaching plans for common classes by reflecting individualized education program, the curricularfunctions of individualized education plans, the relation between individualized education program and curriculum individualization. The results of this study are as follows. First, individualized education program play the functions of instrumental means that induce disabled students to participate in class curriculums and help them make practical progress in learning.Second, individualized education program should be developed based on the common curriculums of class, and the goals of individualized education program should be included in integrated class teaching plans. Third, in order to develop integrated instructional plan, the common curriculum framework of class including disabled student should be developed, and the current performance of disabled students should be evaluated based on the framework and reflected in the annual education plan of the class. In addition, the long.term and short.term goals of education for disabled student should be set based on the annual education plan, and unit teaching plan based on the annual education plan should be made, reflecting the long.term and short.term goals for disabled students. Lastly, integrated instructional plan including class plan for disabled student should be made by individualizing the unit teaching plan. Fourth, individualized instruction based on individualized education program should provide many opportunities for interaction between teachers and class members. For this, the instruction should consider not only the characteristics of learners but also other factors such as teachers, teaching materials and environment.

『2008년 개정 특수학교 교육과정』에 의한 치료지원활동의 실태 분석

윤광보 ( Kwang Bo Yoon ),김영걸 ( Young Gull Kim ) 한국특수교육문제연구소 2009 특수교육저널 : 이론과 실천 Vol.10 No.2

본 연구는 치료지원활동이 현장에서 어떻게 이루어지고 있는지 그 실태를 파악하여 치료지원활동 개선 방안을 마련하기 위하여 수행되었다. 연구는 시각장애, 청각장애, 지체장애, 정신지체, 정서장애 학교를 각 6개교씩 표집하여 설문조사를 하였다. 교육과정 관련 요인들을 중심으로 실태와 요구를 분석한 결과 대다수의 학교들이 주당 2시간 정도 치료지원활동을 실시하고 있었다. 요구조사의 결과 많은 학교들이 치료지원활동을 교육과정에 편성하기를 바라며, 활동영역으로는 의사소통훈련, 신체기능훈련, 생활적응훈련, 심리행동적응훈련을 선호하였다. 그리고 치료지원활동 당당자의 자격에 대해서는 세부 전공이 표시된 치료교사를 가장 적임자로 생각하였다. 이에 본 연구에서는 치료지원활동을 교육과정에 편성하는 방안, 시수 배당, 운영 방안, 담당자의 자격 조건 등에 대한 시사점을 제시하였다. This study was conducted in order to survey the current state of therapeutic support activities in the field and to make plans to improve therapeutic support activities. For the purpose, we sampled special schools for students with visual impairment, hearing impairment, physical disability, mental disorder and affective disorder, 6 schools for each, and conducted a questionnaire survey. In the results of analyzing the operation and needs of special schools centering on factors related to the curriculum, most of theschools were executing therapeutic support activities two hours a week. In the results of surveying the schools’needs, many schools wantedthat therapeutic support activities would be included in the curriculum, and their preferred activities were communication training, physical function training, life adaptation training, and psychological behavior adaptation training. With regard to the qualification of persons in charge of therapeutic support activities, they thought that therapist teachers with subspecialty are most qualified. This study analyzed the current state and needs of therapeutic support activities, and the results had implications as follows.First, in revising the special school curriculum in the future, we need to discuss how to include therapeutic support activities in the curriculum, and methodological approaches are considered more desirable than content approaches. Second, as to the allocation of hours to therapeutic support activities, it will be more desirable to utilize optional activities, after.school hours, or the classes of relevant subjects rather than allocating a fixed number of class hours as one of ordinary school curriculums. Third, the school therapeutic support activity model shared roles with community institutes so that schools perform basic therapeutic support activities and special institutes execute advanced treatment. Fourth, for persons in charge of therapeutic support activities, it is necessary to educate therapist teachers with subspecialty and to establish a national school therapist system.

특수교육 관련 원격교육연수의 질 향상과 활성화 방안

윤광보 ( Kwang Bo Yoon ),우정한 ( Jeong Han Woo ),김영숙 ( Young Suk Kim ) 한국정신지체아교육학회 2009 지적장애연구 Vol.11 No.2

정신지체 교육과정의 교육목표와 교육내용 쟁점 분석

윤광보 ( Kwang?bo Yoon ) 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.2

본 연구는 정신지체 교육과정 개발에 기초 자료를 제공하기 위하여 우리나라 정신지체 교육과정 변천 과정에서 지금까지 논의의 대상이 되어온 교육목표 설정과 교육내용 선정 및 조직에 대한 주요 쟁점들을 분석하고 그 해결 방안을 모색하였다. 교육목표 설정과 관련하여서는 교육목표의 체제, 교육목표의 내용 및 강조점, 교육목표의 진술 방식 등에 대하여 살펴보았으며, 내용 선정 및 조직과 관련하여서는 교육의 본질적 목적인 성장 발달과 현실적 목적인 생활의 문제해결력을 기르기 위한 측면에서 발달중심과 기능중심 접근법의 문제점을 분석하고 해결방안으로 내용을 전달하고 학습하는 학습활동에서 모색하였다. The objective of the present study was to identify major issues related to the setting of educational goals and the selection of education contents discussed in the course of developing curriculums for the mentally retarded, and to suggest solutions for the issues. With regard to the setting of educational goals, we examined the structure of educational goals, the contents and emphases of the goals, the method of describing educational goals, etc. In addition, with regard to the selection and organization of contents, we analyzed problems in the development.centered and function.centered approaches and discussed solutions for the problems from the aspect of human growth and development, which is the fundamental goal of education, and the acquisition of problem.solving ability, which is a practical goal of education. Conclusions drawn from research on educational goals are as follows. First, it is more desirable to set non.curricular goals for realizing an educated human being than goals representing subjects or life areas. Second, it is more desirable to suggest educational goals by school level than common educational goals applied to all school levels. Third, it is more desirable to use causative verbs led by teachers for describing general educational goals by school level, and to use accomplishment.type verbs led by students for describing particular educational goals by curriculum. Conclusions drawn from research on education contents are as follows. First, rather than completely excluding either developmental tasks or life skills, approach should be made as a matter of what contents are more necessary to whom and when. Second, the matter is not which of curricular knowledge and life skills is more important, but the contents of education for the mentally retarded are meaningful when they are learned by the students purposively and meaningfully and applied to the solving of life problems. Third, what curriculums should be focused on are not contents to be conveyed through education but learners’ activities of learning the contents conveyed. Fourth, learners’ learning activities should be active activities of structuring and restructuring experiences.

특수교육대상자를 위한 교육과정 개발 방향 연구

윤광보 ( Kwang Bo Yoon ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.2

본 연구는 특수학교 교사와 특수교육학과 교수를 대상으로 특수교육대상자의 요구를 반영하면서 일반교육과정에 대한 접근성을 높일 수 있는 교육과정의 개발 방향을 알아보고자 하였다. 설문지는 특수교육대상자를 위한 교육과정의 구조와 체제, 특수학교 교육과정의 구성, 통합교육과정의 구성이라는 세 가지 주제로 구성하였다. 연구의 결론은 다음과 같다. 첫째, 특수교육대상자를 위한 교육과정은 특수교육대상자의 배치와 상관없이 그들의 학습능력에 따라 차별적인 교육과정을 적용하는 이원적 체제가 바람직하다. 둘째, 대안적 성격의 특수학교 교육과정의 구성방향은 일반학교 교육과정의 추구하는 인간상과 교육목표에 특수교육이 추구하는 인간상과 교육목표를 추가하는 것이 바람직하지만 편제와 시간 배당은 일반학교 교육과정과 차별화하는 것이 바람직하다. 셋째, 일반교육과정에 특수교육대상자의 교육적 요구를 반영하는 방안은 교육과정 문서에는 특수교육지원활동 영역을 추가하되, 구체적인 내용과 방법은 지침서 및 프로그램 형식의 별책으로 제공하는 것이 바람직 할 것이다. This study was designed to conduct a survey targeting teachers and professors in special-education schools to consider developmental directions of curriculum to reflect needs of special education of students with disability and improve the access to the general curriculum. Questionnaires consisted of three themes, ``Structure and system of curriculum for students with developmental disability``, ``Organization of curriculum in special-education schools`` and ``Organization of the integrated curriculum``. Results of this study are as follows; Firstly, curriculum for students with disability should be discriminately applied according to their learning abilities, regardless of placement of students with disability. That is, dualistic system would be desirable to apply the integrated curriculum reflecting needs of special education to students with disability who are able to access and participate in the general curriculum, and apply the special curriculum with alternative characteristics to students with disability who are unable to participate in the integrated curriculum. Secondly, curriculum with alternative characteristics in special-education schools needs to add human characters and educational goals which the general curriculum and special curriculum separately pursue. However, its formation and allotment of time should be differentiated from the general curriculum`s. Thirdly, for reflecting needs of special education to the general curriculum, scopes of special curriculum support activities need to be added to documents of curriculum, and concrete contents of methods have to be provided in a various way through guides and program-formed separate volumes.

특수학교 국민공통기본교육과정 개선 방향

윤광보 ( Kwang Bo Yoon ) 한국특수교육문제연구소 2006 특수교육저널 : 이론과 실천 Vol.7 No.4

특수학교 국민공통기본교육과정의 개선 방향을 제시하기 위한 본 연구에서는 추구하는 인간상, 교육목표, 편제와 시간배당, 교과 교육과정의 적합성 등에 대하여 논의하였다. 연구의 결과 추구하는 인간상과 교육목표는 교과 통합적이면서 탈장애적인 인간상과 교육목표를 설정할 것을 제언하며, 편제와 시간배당에서는 현행 8개 영역의 치료교육활동을 통합 및 조정하여 ‘의사소통활동’, ‘신체기능활동’, ‘심리행동적응활동’, ‘생활적응활동’ 등으로 편성하고, 시간배당을 교과와 통합하여 제시하도록 제언한다. 그리고 교과 교육과정의 적합성을 위해서는 장애영역별로 장애로 인해서 특별히 추가되어야할 내용은 공통교육과정의 관련 교과의 영역이나 내용으로 첨부하며, 수정이 필요한 내용들은 교육과정 운영상에서 지역화, 개별화를 통해서 해결하는 방안을 제시한다. The purpose of this study is to set directions for improving special school curriculums. For this purpose, we discussed the well-educated person, the educational goals, organization of the curriculums and Time Allotment Standards, the appropriateness of curriculums, etc. promoted by the current special school curriculum and the revised general school curriculums. Based on the discussion made in this research, the followings are suggested as directions for improving special school curriculum. First, as for the well-educated person targeted by the special school curriculums, it is considered desirable to add a post-handicapped human image that is pursued in the general school curriculums. The image should be a symbiotic person who is thoughtful of others, leads a peaceful life, and co-exists with nature. Second, as for the educational goals of the special school curriculums to be added to the general school curriculums, the goals should be trans-disciplinary and post- therapeutic regardless of the type of disability so that an integrated personality can be developed. In addition, the educational goals should be stated for each school level, and refined further consistently. Third, therapeutic educational activities should be organized into domains such as language therapy activities, physiotherapy activities and psychotherapy activities, or the current eight activities should be integrated into ‘communication activities’, ‘physical function activities’, ‘psychology/behavioral adaptation activities’ and ‘life adaptation activities.’ In addition, hours for therapeutic educational activities should be counted as curricular hours so that curricular hours may be used for therapeutic educational activities if necessary. Fourth, for optimizing the quantity of learning contents, basic contents should be taught selectively in consideration of the number of classes for each curriculum and students’ learning speed. That is, the contents of the common curriculums are not the minimum essentiality that all students have to learn, but should be regarded as the maximum that students can learn selectively according to the personal condition of individual students subject to special education. In order to solve the problem in the difficulty of contents, various teaching methods should be provided, reflecting the characteristics of students with disability, in ‘teaching-learning methods’ for each curriculum.

특수교육 교육과정 정책 수립 방향 탐색

윤광보 ( Kwang Bo Yoon ) 한국지적장애교육학회(구-한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.4

본 연구는 우리나라 특수교육 교육과정 정책 수립 방향을 탐색하기 위하여 특수교육 교육과정 정책 형성 과정의 타당성, 일반교육과정과 특수교육 교육과정의 이원 체제의 타당성, 공통교육과정과 기본교육과정의 성격과 구조의 적합성 등을 중심으로 문제점을 분석하고 개선 방향을 다음과 같이 제안하였다. 첫째, 특수교육 교육과정 개발을 특정 대학 및 기관에 위탁하지 않고 공중의 대표성을 보장할 수 있는 특수교육 교육과정 전문가 및 교원들을 중심으로 "특수교육과정개정연구위원회"를 구성하여 상시적인 특수교육과정 개선 연구를 실행할 것을 제안한다. 둘째, 교육과정 체제와 관련하여 장기적인 측면에서는 일반교육과정을 모든 학생의 요구에 반응 할 수 있는 통합교육과정으로 개발할 것을 제안한다. 그러나 현실적으로는 일반교육과정과 특수교육과정의 이원 체제를 유지하되, 일반교육과정은 통합교육을 위한 교육과정 편성·운영을 위한 다양한 프로그램을 교육과정 보조문서로 제공하고, 특수교육과정은 장애학생의 접근과 학습이 가능하도록 장애 특성을 충분히 반영할 것을 제안한다. 셋째, 교육과정의 성격과 관련하여 공통교육과정은 일반교육과정에 토대하여 장애학생을 위한 필수 기본내용과 수정·보완 내용을 병행 제시하고, 기본교육과정은 일반교육과정을 완전히 배제하는 것은 아니지만 일반교육과정과는 차별적인 기능적 교육과정으로 구성할 것을 제안한다. This study aims to analyze problems in the validity of policy making process of special education curriculum, the validity of dual systems between general curriculum and special education curriculum, the properties of common curriculum and basic curriculum and their structural suitabilities in order to seek for proper policy making directions of special education curriculum in Korea. Improvements, this study presents, are as follows. Firstly, regular research on improvement of special education curriculum should be conducted with special education curriculum experts and teachers who don`t refer development of special education curriculum to particular universities or organizations and are able to guarantee representativeness of the public, by organizing ``A Research Committee for Special Education Curriculum Revision``. Secondly, in relation to the curriculum system, an integrated curriculum to deal with the demand of every student, needs to be developed from a long-term viewpoint. However, realistically, a variety of programs should be provided as subsidiary documents of curriculum for organizing and managing the integrated curriculum, and characteristics of disability have to be sufficiently reflected to special education curriculum so handicapped students approach and learn it easily, maintaining dual systems between general curriculum and special education curriculum. Thirdly, common curriculum has to include essential contents and revisions and supplements for handicapped students, based on general curriculum, and basic curriculum has to be organized with functional curriculum to differentiate itself from general curriculum, not excluding general curriculum, completely.