정신지체 특수학교 전공과 운영 실태 및 개선방안 = The Actual Conditions of Operating the Majoring Course at the Special Schools for the Mental Retarded and Their Improving Measures

다국어 초록 (Multilingual Abstract)

The purpose of the research lies on finding the best way to effectively operate the education curriculum which is voluntarily managed from the mental retardation special schools across the country. Furthermore, by doing a research on the major's education curriculum and operating system as well as analyzing effective major operation and also class size, we will be able to make better study environment depending on the degree of retardation and in order to do this, the basic data should be provided and also suggest the effective management way of current major and the major expanding.
To do the research, 260 copies of survey has been done to the teachers of the major in 44 mental retardation special schools where there are the major faculties from the schools across the nation. The result is as follows.
Firstly, if you look at the present condition of mental retardation special schools, the responses saying that they spend about 5 million won for the training fees from the faculty but, the majority of people say that they do not spend the training expenses given to them rather, they spend training material fees and vocational training fees with other faculty. Most of the school have two teachers each for the each class and the students were about 10 in average though it varied. the faculty consists of high school part and two-year part respectively. The retardation degree varied to mild and serious and they were about much the same numbers in the schools. Retardation degree is becoming worse and entrance of the major is chosen as high school without the degree of their retardation.
Though the major education curriculum is managed differently depending on the district's special features, vocational major is in very school. The major concern in teaching in the major is mainly focused on the functions of work place & social adaptation and the integrated education of work adaptation function for every student.
Major faculty vocational education is presently taught highly by special education vocational education teachers. Moreover, the half of the class students are those who need to be taught with vocational function and less percentage in outside training, only done if the retardation is mild. District rehabilitation centers are mostly used as the practical training course and as far as I am concerned, I am related a bit. The reason why practical training sites do not accept the students taking the major course is because it is difficult for them to adjust to the peer group and the work settings. It is shown that the practical training places are not the related place but are the places dong simple jobs and service jobs.
Around 20 % of the students are employed and that is also done if your retardation is mild. Moreover, the vocational education done in the major faculty, there is a little effect on the actual employment and when you are employed, you should consider the work adaptation ability (work attitude, etiquette), the ability that affects you is the ability to the work adaptation ability(work attitude, etiquette), post teaching is done within a year.
Thus, the fact is that training fee cannot be used and the student selection is done exactly the same as high school and, from the education curriculum, various vocational education is done where integrated education of work adaptation function & the life of the student is carried out . However, half of the students are able to be trained for job function, the operation of the major faculty is considered very weak.
Secondly, when you examine closely on the management of major faculty teacher, five million won is used in the training as well as management expenses. The average number of the students is about six. It is preferred that when you select the class, students with mild retardation should be taught separately in a vocational education class and other students are evenly distributed.
The main subject to be taught is called the special subject(vocational function)in the education curriculum and the functions to be taught mainly are the work function & social adaptation function, furthermore, desirable education curriculum is the integrated education of work adaptation function and life for the student with mild degree of retardation and it is proven that the education process is needed nation wise.
The major faculty and vocational education need to feel the necessity of the current work type and it seems to be the right thing for the special vocational education teachers to be in charge. Likewise, about the place for work functions, work rehabilitation & training center(day-care center, shelter work place, handicapped people's employment promotion committee) are likely to be high in percentage and people prefer special schools for work adaptation skills, the desirable teaching regarding the vocational education should be work type skills to be the main teaching and partly work adaptation skills and for the post teaching to be a year and half.
Consequently, all the expenses supported to the major faculty should be spent by the major faculty and the number of the students should be less than present situation. The integrated teaching is necessary for the mild handicapped students for their life as well as their work adaptation function. There should also be the systematic alternative for the nation wise education curriculum and also work type functions and the places for work adaptation skills.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 전공과 설치근거 및 설치 현황 = 4
• 2. 정신지체 특수학교 전공과 교육목적 및 운영 = 7
• 3. 전공과의 직업 진로교육 = 8
• 4. 전공과 운영의 문제점 = 10
• Ⅲ. 연구 방법 = 13
• 1. 조사대상 = 13
• 2. 조사도구 = 13
• 3. 조사절차 = 14
• 4. 자료처리 = 14
• Ⅳ. 연구 결과 및 해석 = 15
• 1. 정신지체 특수학교 전공과 운영 실태 = 15
• 2. 정신지체 특수학교 전공과 운영을 위한 개선 방안 = 36
• Ⅵ. 결론 = 51
• 참고문헌 = 54
• ABSTRACT = 56
• <부록Ⅰ> 설문지 = 60