초등학교 특수학급 교육과정 운영실태 분석 = Analysis on the Current States of Curriculum in Special Classes for Elementary Schools

다국어 초록 (Multilingual Abstract)

A curriculum is a very important measure in educating students. So it is worth investigating how the curriculum of a special classes are being run. The purpose of this study is to analyze the operating situation of special classes for elementary schools, and to elucidate the cognition level of the teachers toward the plans for support and improvement for a better operation of the curriculum.
The subjects of this study are 157 teachers for special classes who work in elementary schools located in Daegu. Frequency analysis was mainly used as the analysis method to know the frequency and the percentage of the background variable factors of teachers for elementary schools, and the t-test was conducted to verify the significance between the background variable factors which have two variable numbers(gender and certification) and quantitative questions(5 points measure). The F-test was conducted to verify the significance between the background variable factors which have three variable numbers(age, achievement, and career in education) and the quantitative questions(5 points measure), and the χ² (chi-square) test was conducted to verify the significance between each background variable factors and qualitative questions. SPSS/PC+ 12.0 statistic processing program was used to analyze all of the data.
The results are as follows;
First, a qualitative complement is required in the operation of elementary special class curriculum. Most frequently used ones are; part-time method in class managing type; "emphasis of daily-life-centered-ability" for educational goal; mainly on tool subjects including Korean and Math for educational contents; individual education on the plan of individual education for method; and observation method for evaluation. Many teachers are making great effort to achieve the goal and they give a good evaluation to themselves on achievements and on teaching children. But there are no special class operation guideline at school level for organizing goal, contents, method and evaluation which can be used according to the character of each school, and the number of students in the special school is becoming a burden because each teacher is in charge of 7 students. Also the fact that low interest and low participation of principal and teachers for normal classes is made from relatively all the decision-making is centered on teachers for special classes, the fact that undue value is placed on tool subjects and special/discretion activities and medical treatment education is ignored in education content, and the fact that communications with the normal class teachers are not smooth are the several aspects still remained that need improvement.
Second, many teachers in charge of special classes in elementary school feel the care for the special class and administrative and financial support for the operation of the curriculum is necessary to improve and support the elementary special class curriculum. For the required training to improve the teachers' specificity; training for individual education; training for Common Basic Curriculum for Citizens; and training for integrated education were pointed out in order, and this means that the training for individual education is most wanted. For the supporting system to run the special class effectively, the participation of the teachers in charge of integrated classes was highly required, and it means that the cooperation network of special classes teachers and integrated classes teachers is essential. To run the special class effectively; a variety of data for individual study; data for the evaluation of the studying capability; data for medical treatment education activity; instruments for examining evaluation were chosen in order as the data that has to be equipped primarily, and it means that educational material is required to be equipped primarily considering the level of the special class students. For better curriculum operation, most responders pointed out that documents and information related to the curriculum must be provided without delay. It means that they want their stress on organizing the curriculum and on operating the curriculum to be reduced by providing nation level documents or information.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 2
• Ⅱ. 이론적 배경 = 4
• 1. 특수학급 교육과정의 이해 = 4
• 2. 특수학급과 통합교육 = 12
• 3. 특수학급 운영과 지원체제 = 14
• 4. 특수학급 교육과정 관련 선행 연구 = 17
• Ⅲ. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 22
• 3. 연구 절차 = 23
• 4. 자료 처리 = 24
• Ⅳ. 연구 결과 = 25
• 1. 특수학급 교육과정 운영 실태 = 25
• 2. 특수학급 교육과정 운영의 지원과 개선방안 인식 = 47
• Ⅴ. 결론 및 제언 = 56
• 1. 결론 = 56
• 2. 제언 = 57
• 참고 문헌 = 58
• Abstract = 61
• 부록 초등학교 특수학급 교육과정 운영실태에 관한 설문지 = 64