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특수교육 기본교육과정의 편성·운영지침에 대한 학교 현장 적합성 연구
권요한 ( Kwon Yohan ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.4
본 연구는 국가수준의 교육과정인 특수교육 기본교육과정에 제시된 교육과정 편성·운영 지침이 기본교육과정을 적용하고 있는 특수학교 현장에 대한 적합성이 어떠한지를 알아보기 위한 것이다. 이를 위해 기본교육과정의 교육과정 편성·운영 중점과 공통사항에 제시된 내용을 교과, 창의적 체험활동, 별도 프로그램, 교육과정 질 관리 등 4개 영역 총 55개 문항으로 설문지를 구성해 전국의 89개 특수학교를 대상으로 중요도와 실천도를 알아보았다. 설문지결과는 영역, 문항별로 평균, 표준편차, 평균의 차이검증을 통해 처리하였다. 연구결과, 기본교육과정에 제시된 교육과정 편성·운영지침에 대해서, 특수학교현장에서는 교과, 창의적 체험활동, 별도 프로그램, 교육과정 질 관리영역 모두에 걸쳐 낮은 적합성을 나타내었다. 교과영역의 경우, 교육과정 편성기저, 교과목편성, 수업시수, 교수·학습내용, 교수·학습방법, 교과평가와 관련된 내용들, 창의적 체험활동영역의 경우, 체험활동 편성·운영, 부가적 프로그램, 치료지원 및 적응훈련, 중도·중복 장애아지도, 지역사회 연계와 관련된 내용 대부분이 낮은 적합성을 나타내었다. 또한 별도프로그램 영역의 경우, 순회교육, 부진아·다문화교육, 방과후·방학중 프로그램 모두에서 그리고 교육과정 질 관리영역의 경우도 낮은 적합성을 나타내었다. 이러한 결과를 바탕으로 기본교육과정이 지니고 있는 학교현장 적합성의 의미와 문제, 향후 국가수준 및 학교수준 교육과정 편성·운영에 주는 시사점을 논의하고 제언하였다. The purpose of this study is to explore the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum applied by special schools. For this, the contents proposed in organization, operating points and common factors of the basic curriculum were composed into 55 questions in 4 domains of subjects, creative experiential activities, extracurricular activities and curriculum quality management and distributed to 89 special schools nationwide to study their importance and practice. The survey result was processed through mean, standard deviation, and test for difference in means per domain and question. Major result and conclusion obtained through discussion are as follows : First, with regard to the organization and operating guideline of curriculum proposed by basic curriculum, the significance and practice of subjects, creative experiential activities, extracurricular activities and curriculum quality management were all highly perceived. However, the difference in perception of significance and practice were extremely high, rendering the adequacy extremely low. To solve this, it is important to more clearly establish the identity of basic curriculum. For special schools applying basic curriculum, due to the overlapping phenomenon of students with disabilities, it is important to make efforts to review revision of the curricular correlation to regular schools and revise in various ways, i.e. change the identity of subjects to curriculum activities; or strengthen the correlation between subjects and creative experiential activities; or develop and distribute extracurricular activities. Also, in order to improve the adequacy of special education basic curriculum in special schools, it is important to exert efforts to gradually change the direction of development of curriculum from the top-down to bottom-up method. Second, the efforts to improve the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum must solve the identity problem along with the problem which comes with trusting the authority to determine the curriculum in special schools, i.e. the expertise autonomy of schools with respect to organizing and operating the curriculum, problems in converting and applying simplified basic curriculum to special schools, problems in supporting organizing and operating curriculum, teaching and learning, and evaluation, and problems pertaining to activating school curriculum and self-evaluation. Third, the contents with high adequacy in special schools with respect to organizing and operating special education basic curriculum, i.e. limiting number of subjects per semester, varying number of lectures within 20% range per subject, opportunity education on current social issues, after school programs and summer or winter programs, everyday English, utilization of info-communication, use of leisure time, rehabilitation, health education, and school sports club activities as well as creative experiential activities must strengthen their correlation with state-level and school-level curricula must be continuously supported to maintain and expand their adequacy.
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일반학급 교사가 인식한 장애학생 학교폭력 유형과 원인 분석
이창훈 ( Changhoon Lee ),권요한 ( Yohan Kwon ) 한국특수아동학회 2015 특수아동교육연구 Vol.17 No.3
본 연구는 경상남도 통합학급 교사를 대상으로 통합교육환경에서 교사가 인식하는 장애학생 학교폭력에 대한 실태 및 유형과 원인을 설문하여 분석하고 요인들 간의 상관관계를 알아보고자 하였다. 분석한 결과는 다음과 같다. 첫째, 통합학급 일반교사가 인식하는 장애학생 학교폭력 유형으로는 언어 폭력이 가장 많이 나타났고, 발생 시간은 쉬는 시간이, 발생 장소는 학급교실이 가장 높았다. 둘째, 장애학생 학교폭력 관련 요인은 개인 요인에서 2개요인(‘개인 속성’, ‘개인 행동’), 외부 요인에서 5개요인(‘가정’,‘지역’, ‘학교’, ‘지역’, ‘문화’) 등 총 7개 요인으로 밝혀졌다. The purpose of this study was to analyze the relevant factors, actual status and type and to investigate the relationship between those factors for school violence of students with disabilities that teachers have been recognized by the inclusive educational environment. The analysis results are as follows: First, the type of school violence of students with disabilities which is recognized by inclusive classroom teachers, verbal violence occurs most often. The most occurrence time is in recess, the most occurrence place in the class room. In addition, recognition of counselor, special education teacher is the highest. After school violence occurs, measures that schools take has been found to be ‘to guidance in consultation with the special education teacher’ is the most common. Second, divide the variables associated with school violence of students with disabilities by personal variables according to the characteristics of the disorder and external variables that may affect the student``s school violence such as home, school, community, and investigate the related factors. Also a result of examining the relationship between those factors, 2 factors in personal variables (‘private attributes``, ‘personal behavior``), the 5 factors in the external variables (‘home``, ‘relationship``, ‘school``, ‘community``, ‘culture``) and turned out to be a factor in a total of 7. Private attribute factors are related to school achievement, disobedience, damage report, hygiene, appearance, intelligence, etc. Personal behavior factors are mainly related to hyperactivity, learning disturbances, communication, interpersonal relations, etc.
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