정신지체 특수학교 방과후학교의 운영실태 및 교사의 인식과 개선방안 = Study on After-class Operation in Special Schools for Mentally-retarded Students and Teachers’ Awareness and Improvements

다국어 초록 (Multilingual Abstract)

This research thesis conducted a questionnaire-based survey of ‘homeroom teachers’, ‘special education teachers’, and ‘guidance instructors’ in six “Special Schools for Mentally-Retarded Students” around Bussan areas, in order to clarify the roles that they have carried out for ‘after-class’. But, the main purpose of this thesis is to note and improve problems surrounding the operation of “Special School”. To do it, this research thesis studied how “Special Schools for Mentally-Retarded Students” have been run ‘after-class’, and then, made a comparative analysis of the awareness that “special education teachers” and “guidance instructors” under the leadership of the operation of “after-class” have perceived about the methods of such operation. If necessary, this thesis provided relevant data to the surveyed ‘Special Schools”.
In this regard, the analytic research results are as follows:
First, it is required that “Special Schools” should overhaul elementary-level ‘after-class’ curriculum in the course of running daily social adaptation and skill training. In case of elementary-level regular curriculum hours, which are terminated earlier than secondary-level ones, it was proved that such curriculum has been run more frequently than “Special Education Teachers” usually thought it is desirable to run that.
Secondly, it makes sense to expand ‘after-class school operation facilities’. The analytic results showed that few “Special Schools” have provided ‘after-class rooms dedicated to mentally-retarded students’. Instead, most “Special Schools” have used ‘general’ or ‘special’ rooms and trained those students ‘after-class’.
Third, it needs to enhance the quality and competence of special instructors in charge of ‘after-class programs’, considering that such instructors have been invited and employed in “Special Schools for Mentally-Retarded Students” and, assumed responsibility for training and guiding mentally-retarded students, after-class.
Fourth, it is urgent to take countermeasures against ‘passive and superficial after-class training guidance’ that teachers in charge have undertaken due to their burdens from excessive work amounts. Given that “Special Schools” maintain and control ‘after-class teachers in charge’ and relevant programs, in contrast to general schools, teachers in charge ought to take responsibility for overall administrative affairs related to each school. These developments can cause those teachers to show helpless attitudes in the process of carrying out qualitative program performance.
Lastly, governmental financial supports are required to run ‘after-class schools’ without a hitch. It is the stern reality that a number of “Special Education Teachers” in non-governmental special schools responded that government’s administrative inability and inconsistent supports have become the most serious factors detrimental for running ‘after-class schools’ with effectiveness. At this point, the government should, thus, pay more special attention to providing financial supports for the operation that ‘Special Schools” have made ‘after-class’.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 정신지체아의 특성 5
• 2. 방과후학교 7
• 3. 선행연구 고찰 11
• Ⅲ. 연구방법 14
• 1. 연구 대상 14
• 2. 연구 도구 16
• 3. 연구 절차 18
• 4. 자료 처리 19
• Ⅳ. 연구결과 및 해석 20
• 1. 정신지체 특수학교 방과후학교의 운영 실태 20
• 2. 방과후학교에 대한 일반 특수교사의 인식 조사 27
• 3. 방과후 지도 강사의 인식 44
• Ⅵ. 결론 및 제언 49
• 1. 결론 49
• 2. 제언 51
• 참고문헌 52
• 영문초록 54
• 부록 56