中·高等學校 敎科書에 나타난 障碍關聯 內容分析을 通한 障碍理解敎育 = (A) Study on the Education of Understanding the Handicap Showed in the Textbooks at the Secondary School through Content Analysis

다국어 초록 (Multilingual Abstract)

The importance of general students' attitude has been emphasized with the increasing interest in the integrated education for handicapped students and the confirmation of necessity of that. Textbooks are the core materials for implementing the fundamental ideals of curriculum and the contents in the schools have a great influence on teachers and students. So in the current educational policy, analyzing the handicap-related contents is important in improving more complete integrated education.
The purposes of this study are to analyze how much understanding about handicapped students has been reflected and to implant the right concept on handicapped students by analyzing 27 textbooks in the secondary school's 7th curriculum.
The concrete purpose of this study are as follows :
First, this study is to examine the education for understanding the handicapped students by the grade and course suggested in the textbooks of secondary school.
Second, this study is to examine the handicapped types and terminology presented by the education for understanding the handicap in the textbooks of secondary school.
Third, this study is to analyze the viewpoints on the handicapped students presented in the secondary school's textbooks.
Fourth, this study is to classify the handicap-related contents by patterns in the secondary school's textbooks.
Fifth, this study is to check the learning patterns related to the education for handicapped students in the secondary school's textbooks.
The conclusions drawn from results and discussions of this study are as follows :
First, as to the contents and illustrations related to the handicap learners, they are included in the moral textbook among the textbooks of secondary school in the 7th curriculum most. Social studies and Korean language are followed. To conclude from the analysis, compared to the elementary school curriculum dealing with nation-designated textbooks, there are more various textbooks in the secondary school curriculum, therefore, the contents in the material are more limited.
Second, as to the types of the handicapped treated in the textbooks, it was limited to the physical disturbance, speech disturbance, hearing disturbance, mental retardation, and vision disturbance, emotional disorder. It could not give the correct infoimation on handicapped types since it did not introduce the handicapped types such as learning disability, communication difficulties, etc.
Third, the viewpoints on the handicapped students are limited to the sufferings, the ones for compassion and charity, and the image of them are stereotyped. We need to be careful not to give the impression that handicapped students are vulnerable and they want help from others.
Fourth, from the consequences for understanding the handicapped-related types, social studies and ethics textbooks deal with teaching materials and augmentative tools and facilities. Handicap-related people are dealt with by the Korean language textbooks. The level of handling human rights and handicap-experiencing activities are similar to that of the elementary school.
Fifth, as to the learning types, the various learning models like the role playing, discussion learning, experience learning, experimental learning, and investigation learning, etc. were input to the education to understand the handicapped. It can form the incorrect view of the person with disabilities by emphasizing the experience learning for the handicap and highlighting the differences between a person with disability and a normal person. Therefore, it needs to guide patiently in order to understand a person with disabilities as a man of character rather than the sympathy and find the similarities between a person with disability and a person without disability through the detailed and concrete guidance.
There are suggestions through the analysis of handicap-related education.
First, Korea had the negative recognition of the handicapped compared with the advanced nations. Accordingly, as to the contents of education to understand the handicapped, we need more consistent support and more interest to connect the elementary education and the secondary education.
Second, we need to eliminate the inappropriate terms and pictures from the textbooks and give the public guidelines to the press in dealing with handicap-related contents for more efficient handicap-related education.
Third, this study was limited to analyze the three subjects in the secondary school. Although there are handicap-related activities in the secondary school like in the elementary school, there are no specific differences in the contents. We need to introduce various teaching methods so that we are not satisfied to know the inconveniences of handicap and we need to analyze and study the textbooks used in the extracurriculum activities.

목차 (Table of Contents)

• 목차 = ⅱ
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구목적 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 장애아에 대한 일반아의 태도 = 6
• 2. 교과서를 통한 장애이해 교육의 필요성 = 9
• 3. 교과서 분석에 관한 선행 연구 = 11
• 4. 제7차 교과서의 편찬 방향 = 14
• Ⅲ. 연구방법 및 절차 = 16
• 1. 분석 대상 = 16
• 2. 분석 절차 = 19
• 3. 분석 내용 = 19
• Ⅳ. 연구 결과 = 21
• 1. 장애이해교육의 교과목별, 학년별 분석결과 = 21
• 2. 장애 이해 내용의 장애 유형별 분석 = 25
• 3. 장애인 묘사에서 드러난 장애인관 분석 = 30
• 4. 장애이해 교육내용의 유형별 분석 = 33
• 5. 장애이해 교육내용에 대한 학습 형태 분석 = 38
• Ⅴ. 결론 및 제언 = 42
• 1. 결론 = 42
• 2. 제언 = 44
• 참고문헌 = 45
• ABSTRACT = 49