초등학교 통합학급에서의 교수적 수정에 대한 일반교사의 인식

다국어 초록 (Multilingual Abstract)

Lately full inclusion is a potato in special education. It insists to get rid of the previous connective system of special education and all disabled students should be educated in general education classrooms with non-disabled ones. It reflects the new point of view of the inclusion in special education. It claims that inclusion is accomplished by restructuring general education and special education. Therefore it integrates general education and special education to provide more flexible educational circumstances for both students and teachers than before. And a newly-made universal curriculum is applied for the disabled students. It is sure that inclusive education provides proper educational circumstances for all the students, but some people think it is too early to adopt it because of poor educational circumstances at schools for the present.
However, nowadays as interests in the academic achievements of inclusive education pick up, they are followed by many related researches. Disabled students' academic and behavior achievements are not accomplished simply by positional displacement which means placing disabled students in general education classrooms, but by the quality of school curriculums and teachers. Therefore, it cannot be overemphasized that general educators and special educators must cooperate with each other for instructional adaptation and curriculum restructuring.
This study surveys how inclusive elementary school teachers adapt their instructions, what their needs and their problems are in instructional adaptation. Finally for successful inclusive education it seeks to find out effective ways of the instructional adaptations by organization, operation of school curriculum. By using questionnaires, I surveyed one hundred fifty inclusive elementary school teachers in Masan and Changwon. I analyzed their replies according to factors. I wish the results will be good resources to find ways for instructional adaptation and training course of instructional adaptation.
The results of my survey on inclusive classes include the followings:
First, inclusive classes were run by the general curriculums for non-disabled students without any extra program for disabled students. The most common type of instructional adaptation have something to do with the organization of instructional groups and teachers felt difficulties most in adapting teaching methods. In terms of instructional circumstances adaptation the teachers divided students into peer groups which enabled students to feel sociality and psychological stability. Collaborative learning groups were commonly adopted in terms of instructional group adaptation. Many teachers modified the degree of difficulty in terms of teaching methods adaptation. They considered the quantity of task most in terms of the teaching method adaptation. They also gave additional time for test in terms of test method adaptation.
Second, the inclusive class teachers demanded strongly the support of assistant teachers. They thought special education teachers must cooperate closely with them on instructional adaptations.
I drew the following conclusions on the basis of the survey.
First, inclusive classes were not run by satisfactory curriculums for disabled students. Even though there were five aspects of instructional adaptation, the adaptations of instructional groups and teaching circumstances were overwhelming. It indicates that the quality of inclusive education was not considered. Therefore we must make efforts for the adaptation of teaching methods, teaching contents, and tests. Inclusive class teachers' backgrounds resulted in meaningful differences in their ways of instructional modification and adaptation. Even the teachers who had took the courses of special education training didn't have more instructional adaptation than those who hadn't. It seemed that the contents of the courses were not sufficient for them, so they couldn't find how to adopt the courses to their classes. Therefore, appropriate training courses and guides according to the type of disability must be provided with the teachers.
Second, inclusive class teachers demanded special education teachers' close cooperation for their instructional adaptations. Most of all, they needed the support of assistant teachers, detailed guidelines about the instructional adaptations and more chances for training courses for successful inclusive education.
On the basis of this study, I suggest several things for follow-up studies.
First, nationwide surveys about instructional adaptation are needed for generalization and the profound interviews with inclusive class teachers must be followed.
Second, it is necessary to compare the inclusive class teachers' recognitions about instructional adaptations with the special education teachers' ones.
Third, practical instructional adaptation models must be developed for the students with various educational desires and needs on the basis of this study.

국문 초록 (Abstract)

본 연구는 초등학교 일반학급에 통합된 장애 학생을 위하여 통합학급 담당교사의 교수적 수정에 관한 실태를 조사하고 그들의 요구와 실행상의 문제점을 찾아내어, 성공적인 통합교육을 위한 교육과정적 통합 및 교육과정 편성·운영에 관한 교수적 수정 방안을 모색하는데 그 목적이 있다. 그에 따라 다음과 같은 연구 문제를 설정하였다.
첫째, 초등학교 통합학급에서 교수적 수정의 실태는 어떠한가?
둘째, 초등학교 통합학급에서 성공적인 통합교육을 위한 교수적 수정의 방안은 무엇인가?
이상의 두 가지 연구 문제를 해결하기 위하여 창원시와 마산시에 소재한 초등학교 통합학급 교사 150명을 대상으로 설문조사를 하여 배경변인에 따라 어떠한 차이가 있는지를 조사하였다. 수집된 자료는 문항별 빈도와 비율을 산출하고 교차분석과 다중응답분석의 통계처리를 통해 자료를 분석하였다.
설문조사를 통하여 교수적 수정에 대한 통합학급의 실태를 분석해 본 결과를 요약하면 다음과 같다.
첫째, 통합학급의 교육과정 운영은 장애학생을 위한 별도의 프로그램이 없이 통합학급의 시간표에 따라 지도하는 것으로 나타났다. 통합학급에서 주로 실시하고 있는 교수적 수정의 내용은 교수집단이었으며, 교수적 수정시 가장 어렵게 느끼고 있는 항목은 교수방법인 것으로 나타났다. 통합학급에서의 교수적 수정 실태는 교수환경의 수정에서 사회성과 심리적 안정감을 지원해주는 또래집단으로 모둠을 구성하며, 교수집단의 수정에서는 협동학습 집단을 많이 적용하는 것으로 나타났다. 교수방법의 수정은 난이도를 조정하여 제시하며, 교수내용의 수정에서 가장 고려하는 요인은 과제분량으로 나타났다. 평가방법의 수정은 평가 시간을 추가로 제공하는 것으로 나타났다.
둘째, 통합교육에서의 성공적인 통합교육을 위한 교수적 수정에 대한 통합학급 교사의 의견은 우선적으로 보조교사의 지원을 강력하게 요구하고 있으며, 교수적 수정을 할 때 통합학급 교사와 특수학급 교사의 협의를 통한 협력 교수로 진행해야 한다고 나타났다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 통합교육의 실태와 문제점 = 5
• 2. 교수적 수정 방안 = 8
• 3. 선행 연구 고찰 = 16
• Ⅲ. 연구 방법 = 18
• 1. 연구 대상 = 18
• 2. 연구 도구 = 19
• 3. 연구 절차 = 21
• 4. 자료 처리 = 21
• Ⅳ. 결과 및 해석 = 22
• 1. 통합학급의 교수적 수정 실태 = 22
• 2. 통합교육에서의 교수적 수정에 대한 개선 방안 = 54
• Ⅴ. 논의 = 58
• Ⅵ. 요약 및 결론 = 63
• 1. 요약 = 63
• 2. 결론 = 64
• 참고문헌 = 67
• ABSTRACT = 70
• 부록1 통합학급에서의 교수적 수정 실태에 관한 설문지 = 74