개별화 교육과정 관점에서 본 유치원 통합교육을 위한 교육과정 편성ㆍ운영에 관한 실태와 요구

다국어 초록 (Multilingual Abstract)

ABSTRACT

A Study on the Organization and Management of Curriculum for Preschoolers with Disabilities in Inclusive Settings From the Perspective Of Individualized Curriculum

Park Ji-yeong

Major in Early Childhood Special Education
Graduate School of Special Education
Kongju National University

Supervised by Professor Noh, Jina. Ph. D.


The purpose of this study is to examine recognition on individualized curriculum through in-depth interview with special teachers at public independent kindergarten, and is to suggest a plan for carrying out the individualized curriculum with analysis through qualitative research method on organization and management of individualized curriculum.
The research problems in accordance with research objective are as follows.
First, what about recognition on organization and management of individualized curriculum in teachers at public independent kindergartens?
Second, what about the actual condition for organization and management of individualized curriculum in teachers at public independent kindergartens?
Third, what is an improvement plan for substantial operation of the individualized curriculum for inclusive settings?
Research participants were 10 special teachers who are attending the public independent kindergartens that are installed the special class in Gangwon-do, Chungcheongnam-do, and Daejeon Metropolitan City. Data was collected through interview. The transcribed interview data was encoded and stereotyped as Bogdan and Biklen(1982) suggested in accordance with the phase of constant comparative method. As a result, 4 themes and 10 sub-themes were elicited.
First, for substantial operation of individualized curriculum, there is a need of the joint participatory consciousness and the joint responsible consciousness between kindergarten teacher and special teacher, who are together at kindergarten. The independent kindergartens, which participated in a research, were low in participation of general kindergarten teachers, kindergarten assistant principals, and kindergarten principals mostly in preparing a plan of individualized education and in modifying curriculum for preschoolers with disabilities. To operate the individualized curriculum, the teachers will need to proceed with striving to understand the mutual curriculum, the collaborative mind, and the effort & attitude of sharing and cooperating materials between teachers.
Second, as a result of examining the reality of organizing the individualized curriculum, most of independent kindergartens, which participated in a research, were being organized the individualized curriculum in a way of being organized the early childhood curriculum by early childhood education teachers and the early childhood special curriculum by special teachers. This can be considered to show a section of reality that the early childhood education and the early childhood special education are together, but are organized separately in the aspect of organizing curriculum in the face of the physical inclusive situation called independent kindergarten. The individualized curriculum is the teaching approach based on the general early childhood curriculum for preschoolers with disabilities. The essential part includes modification and cooperation for the activity composition and the participation for understanding disability and promoting acceptance level from the phase of organizing and planning curriculum. For the organization of the inclusive curriculum in consideration of preschoolers with disabilities, an effort is needed in the institutional and actual dimension.
Third, as a result of examining about the reality of application and evaluation in the individualization curriculum, there was great difficulty in being applied the individualized curriculum to the independent kindergarten. For smooth execution of the individualized curriculum, there will be a need of reducing events inside and outside kindergarten, of being arranged the conditions for forming the research atmosphere inside kindergarten through securing teachers' autonomous scholarship or discussion time, and of being offered the detailed guidelines for operating the life theme and curriculum proper for the inclusive kindergarten. Here, a specific method needs to be proposed in the teacher-based cooperation and participation. Also, a fundamental worry is thought to be necessary about the appropriate number of preschoolers and about the radio of the disabled preschoolers and general preschoolers in the inclusive class. In case of the collaborative instruction, all the conditions will need be arranged that can mutually recognize the trust formation and the equality between teachers for cooperation. For this, there is a need of being suggested more clearly a role of special teacher and kindergarten teacher on planning and progressing the teaching activity in the inclusive settings. At this time, it will be important element for cooperation even to make mutual balance maintained by utilizing joint homeroom teacher system in the teacher-based role and responsibility, not the dimension of main teacher and assistant teacher.
In case of evaluation on individualized curriculum, there will be a need of being suggested the checklist for evaluating actual activity like the disabled preschoolers' participatory level, peer acceptance level & interaction level, and the overall evaluation guidelines of including a method of utilizing results after evaluation.
Fourth, for smooth execution of individualized curriculum, the organizational climate of kindergarten will need to be formed that can truly accept 'special education' by being distributed an expert related to special education to the inside of kindergarten as a manager. Also, for actual operation of the inclusive education, the administrative guidelines will need to be arranged that are related to the re-structuralization in school organization, to the operation of curriculum, to the class to which the disabled preschoolers belong, and to the adjustment of ratio in distribution of preschoolers per level. In the aspect of materials, the guidebook and teaching material & teaching tool were required by age, by disability type, and by level that can be operated by being connected with the life theme of kindergarten. There will be a need of being equipped with the specific teaching learning contents and method, and diverse scholarship materials available for being used on the actual field. Also, teachers will need to understand curriculum along with the mind of recognizing each other as collaborative team member, to modify curriculum together with the instructional research for the inclusive settings, to be given many opportunities of professional training relevant to the inclusive curriculum. Especially, special teachers will need to be expanded more opportunities of the early childhood education training through graduate school.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 4
• 1. 유아 통합교육 4
• 2. 통합 유치원의 교육과정 운영 8
• 3. 개별화 교육과정 13
• 4. 선행연구 고찰 19
• Ⅲ. 연구방법 21
• 1. 연구 참여자 21
• 2. 실험 기간 23
• 3. 실험 장소 23
• 4. 자료 수집 23
• 5. 자료 분석 27
• 6. 신뢰도와 타당도 확보를 위한 노력 27
• Ⅳ. 연구결과 29
• 1. 개별화 교육과정에 대한 교사들의 인식 30
• 2. 개별화 교육과정 편성의 실태 34
• 3. 개별화 교육과정 적용 및 평가의 실태 37
• 4. 개별화 교육과정 실행을 위한 지원 및 노력 44
• Ⅴ. 논의 및 결론 48
• 1. 논의 48
• 2. 결론 및 제언 52
• 참 고 문 헌 55
• ABSTRACT 59