중학교특수학급 교육과정 편성 및 운영 실태분석 = A Study on the Present state, Problem of Middle School Curriculum for Special Class

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how middle school curriculum for special class were compiled and applied in Seoul and what problems they were faced with. The major findings of the study were as follows: First, there wasn``t solid theoretical foundation for the compilation and operation of special-class curriculum, and there was neither enough collaboration between special education teachers and regular education teachers nor adequate connection between special class curriculum and regular curriculum, either. Second, as for assessment and individualized education, assessment committees and boards of individualized education existed just for form``s sake. The way to map out individualized education plans and to carry them out was not efficient. Third, concerning teaching-learning and evaluation activities for students in special class, teaching-learning materials and evaluation methods appeared not to be satisfactory. Fourth, extracurriculum activities and discretion courses were provided without having a full understanding of disabled students nor considering their opinions. Seventh, administrative and financial aids were not sufficient enough to ensure the successful operation of special class. To improvement the situation, specific guidelines about academic, discretion and extracurricular activities and therapy education, which are the basis of special-class curricula, should be prepared. Second, how to apply special-class curriculum should be determined in detail. Proper teaching methods should be selected for different areas, and in which way curricular should be modified should be decided. Besides, a wide variety of materials about discretion and extracurricular activities and therapy education should be developed. Third, in which direction evaluation should be led and relevant guidelines should be determined. What and how to evaluate should be presented, and academic achievement evaluation methods also should be supplied. In addition, alternative assessment methods applicable to students in special class should be introduced as well.

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