고등학교 특수학급의 교육과정 운영실태 및 개선방안 = Analysis of Curriculum Management in High Schools with Special Classroom

다국어 초록 (Multilingual Abstract)

The special education have to be offered to disabled students with proper program and teaching method. To enhance quality level of special education, we have to make up proper curricular for each students and offer inclusive education as well as individualized education. The number of special classroom is increasing in high school since 2000. But we don't have any separate curriculum which can be applied to special classroom, so there are many differences in operating the curriculum according to schools and districts. The purpose of this study is to analyze how the curriculum of a special classes are being operated and to improve educational condition like this. 212 teachers who are working for special classes in high school in Korea were participated for this study. Through this study we have got conclusions as follow
First, the curriculum of special students in most of the high school is focused on vocational education and career guideline, and parents also expect their children to get proper jobs. But the aspects of time assigned, content and operation for vocational education are poor. Of course, focusing to vocational education and career guideline for special students in high schools is desirable because they have to get a appropriate jobs after graduating from schools.
Second, inclusive education is conducted in extracurricular activities, art course, physical course, industrial subject, and special teacher joins inclusive classes only when general-class teacher gives help or gives supplementary lesson after the class. so this doesn't have good effect on inclusive education.
Third, special students in a big city move to the plant and do an on-the-spot study, but special students in a small city or town are not offered any an on-the-spot study. This means that the complementary cooperation with local community for vocational education is lack, and this puts obstacles to extend transition for life.
Fourth, special students in high school are good at art class, physical class and outdoor activities, but poor at maths, science and making and keeping friends. We already anticipated that special students have difficulty in math and science but didn't expect that they have difficulty in making and keeping friends. We should give additional supports and substitute measures for students guidance. We should teach general students to understand special students well by giving some instructions during classes such as Ethics, Korean language and Society.
Fifth, special teachers and parents take parts in making an individualized education plan but inclusive teacher, and principal but special students don't. One special teacher has too many special students in their class to teach students individually. And special teacher make a evaluation regardless of IEP. That has been expected. Accordingly, some constitutional measures are needed to connect individualized education program(IEP) and evaluation. Special teachers and inclusive class teachers need to have many meetings.
Sixth, at special class in high school, special teachers usually use a computer and concrete-operation appliance in their class. And they also use textbooks at high rate. But the most effective teaching-learning media are on-the-job training and a concrete-operation appliance. It means that special teachers try to use more various teaching-learning media.
Seventh, evaluation on special students is made by a inclusive teacher with the same way and criterion that evaluation on general students. special teacher has little effect on the evaluation. It is inconsistence that IEP is made out by a special teacher at the beginning of a school year and that evaluation is made out by a inclusive class teacher at the end of a school year. It is more desirable that the contents of teaching and evaluation are related to the annual teaching plan and that the next year's annual teaching plan is made on the basis of the present year's evaluation.
But at this point in time, a one year plan and evaluation are operated separately in the aspect of evaluating subjects and the learning-contents. So we should make a guide book over the way of evaluation related with IEP.
The fact that there is any specific curriculum gives a big trouble to special teachers in teaching and evaluating students. They hope that curriculum for special class will be set up institutionally.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 고등학교 특수학급의 현황 = 5
• 2. 고등학교 특수학급의 교육과정 = 7
• 3. 선행연구 = 26
• Ⅲ. 연구 방법 = 28
• 1. 대상 = 28
• 2. 도구 = 29
• 3. 절차 = 30
• 4. 자료 처리 = 31
• Ⅳ. 결과 = 32
• 1. 고등학교 특수학급의 교육과정 운영실태 = 32
• 2. 고등학교 특수학급의 교육과정 운영 개선방안 = 50
• Ⅴ. 결론 및 제언 = 53
• 참고문헌 = 56
• Abstract = 58
• 부록 = 61