정신지체 특수학교 치료교육활동의 교육과정 운영실태 분석 = A Research on the Present Status of Curriculum Operation of Therapeutic Educational Activities in Special Schools for the Mentally Retarded

다국어 초록 (Multilingual Abstract)

This research is to identify the present status of curriculum operation of therapeutic educational activities in 85 special schools for the mentally retarded across the nation by analyzing and discussing the present status of curriculum operation of therapeutic educational activities, related teachers' educational needs, and related facilities, teaching tools and equipment. The conclusion of this study are as follows;
First, the study were conducted to identify the present status of curriculum operation of therapeutic educational activities in special schools for the mentally retarded. Since there was difference between curriculum of therapeutic educational activities and actual classes, and since there actually was a lack of time for guidance and no room for such arrangements, efforts should be made to prepare corresponding countermeasures by analyzing the present status and problems of schools, correcting the whole operational plans of curriculums and seeking operational systems fitting into actual school circumstances. In particular, since there was a lack of data for evaluating therapeutic educational activities, measures should be taken to secure a variety of data for evaluation and to positively use guidebooks for teachers and ICT.
Second, with respect to educational needs by teachers of therapeutic education, since the legal criteria for deploying the teachers had to be reshaped, there were currently shortages of teachers, and an excessive number of students were allotted in classes per hour, these factors provided causes of difficulties and complaints in operating curriculums of therapeutic activities in special schools for the mentally retarded. Thus, there was a need to establish appropriate criteria for deploying the teachers according to hours of classes, teachers had to be expanded, the number of students per class had to be lowered, and methods of conducting classes had to be diversified. Client-oriented individualized therapeutic educational programs had to be developed in line with the expansion and duplication of teachers' service years, and cooperative systems had to be established between teachers of therapeutic educations, teachers in charge of classes, and parents.
Third, a look at the status of facilities, to earmark sufficient budgets for therapeutic education rooms for therapeutic educational activities, and expand facilities, teaching tools and equipment, there was a need for measures to provide administrative and financial support at the level of city offices of education and school authorities.
Based on these research conclusion, the research presents the following suggestions.
First, the research targeted teachers of therapeutic education in special schools for the mentally retarded across the nation. To generalize research results, further research has to be conducted to include principals, deputy principals, special teachers, and general teachers in special schools for the mentally retarded that offer therapeutic educational activities.
Second, the research used questionnaires, thus not reflecting actual frontline educational programs. Future research should be conducted to observe actual educational front lines and analyze the status to see how actual therapeutic activities are conducted.
Third, there is a lack of research of therapeutic education by category of disability. Thus, further research should continue to be conducted to take approaches to and analyze therapeutic education from a variety of viewpoints.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 정신지체 특수학교의 치료교육활동 = 5
• 2. 치료교육활동의 교육과정 운영 = 10
• 3. 치료교육활동의 관련 연구 = 18
• Ⅲ. 연구 방법 = 23
• 1. 연구 대상 = 23
• 2. 연구 도구 = 24
• 3. 연구 절차 = 25
• 4. 자료 처리 = 26
• Ⅳ. 결과 및 논의 = 27
• 1. 치료교육활동의 교육과정 운영 실태 = 27
• 2. 치료교육 교사의 교육적 요구 = 46
• 3. 치료교육실 시설 및 교구·설비 현황 = 58
• Ⅴ. 결론 및 제언 = 66
• 1. 결론 = 66
• 2. 제언 = 67
• 참고문헌 = 68
• ABSTRACT = 72
• 부록 정신지체 특수학교 치료교육활동의 교육과정 운영실태 조사지 (치료교육 교사 응답용) = 74