초등학교 통합교사의 교수적 수정에 관한 실태 및 요구 = Actual Condition and Demands on Integrated Class Teachers' Instructive Modification in Elementary School

다국어 초록 (Multilingual Abstract)

This thesis is to suggest plans to manage integrated classes effectively through surveying how integrated class teachers are modifying instruction activities for the disabled children in the classes.
With subjects of 100 teachers in charge of integrated classes in elementary schools, it was surveyed about methods and contents of education, what kinds of modifications they were trying to make and what their demands were.
The conclusions deduced from the results were as follows;
As for the actual condition of instructive modification in integrated classes;
First, it is required to devise and adapt programs that allow the handicapped children to participate in the activities, learning instruments to increase scholastic abilities and information exchange among integrated class teachers, special education teachers and assistant teachers by organizing and operating study groups for the integrated classes in the schools.
Second, it is needed to help them secure individual instruction time for the handicapped children by reducing their miscellaneous work.
Third, it is required to devise, design and develop teaching-learning materials and the operation of integrated classes through cooperation among assistant teachers, special teachers and integrated class teachers, not solely by homeroom teachers' education plans, and make use of those materials in integrated education.
Demands of integrated class teachers for instructive modification of integrated class students are as follows;
First, as for the steps of cooperation, it is required to provide models and information about instructive modification and academic supports such as teaching materials for their levels in various ways. Systems like regular meetings between special education teachers and integrated class teachers are basically required to implement integrated education.
Second, administrative supports from school administrators are needed for better cooperation among teachers. For instance, there is a decrease of integrated class teachers' work except giving lessons.
Third, the number of students in integrated class should be decreased. It seems that it would be appropriate to have 20 to 25 students in a class when the class has students in need of special education.
Fourth, it is the role of assistant teacher. During the integrated class lessons, it is required to have assistant teachers or helpers for the students. The results of the survey said that the teachers emphasized individual assistance for the students as the most important work as assistant teachers. The help of teachers or assistant teachers for team teaching should be followed. when modifying the curriculum by integrating handicapped students in classes that have more than one student,

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 통합교육의 배경 = 5
• 2. 통합교육 활성화를 위한 교수적 수정 = 6
• Ⅲ. 연구 방법 = 16
• 1. 연구대상 = 16
• 2. 연구 도구 = 17
• 3. 연구 절차 = 18
• 4. 자료 처리 = 18
• Ⅳ. 연구결과 = 19
• 1 통합학급 내 교수적 수정 실태 = 19
• 2 통합학급에서의 교수적 수정에 대한 의견 및 요구 = 31
• Ⅴ. 결론 및 제언 = 36
• 1. 결론 = 36
• 2. 제언 = 38
• 참고문헌 = 39
• Abstrac = 42
• 부록 = 44