중학교 특수학급 운영체제에 대한 특수교사 및 일반교사의 인식 수준 = (A) Comparative Study on the Operation System of Special Class in Middle School Between Special and Regular Class Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to discuss effective ways to run special class, by making a comparative analysis of the cognition of special class operation system in middle school between special class teachers and regular class ones. For attaining the purpose, a survey was conducted over the special class and regular class teachers in middle schools in Taegu, Pusan, Ulsan, North Kyongsang and South Kyongsang Provinces. The collected data were analyzed with SAS program, and the findings of this study were as below:
First, as the result of analyzing the cognitive difference in special class operation system between the special and regular class teachers, the special class teachers showed more favorable view on the working environment and salary system of special class, whereas the regular class teachers had more positive idea about the socially acknowledged vocational value of special class teacher.
Second, as a result of examining the special class teachers' view on special class operation system in middle school according to their attributes including gender, age, career and religion, the female teachers had more affirmative opinion on special class curriculum than the male teachers. By age group, those in their twenties showed more unfavorable response toward the working environment of special class than the other teachers. By teacher career, those who had less than 10 years of career had more negative view on the organization, working environment and salary system of special class than the others. By presence or absence of religion, the teachers who had a religion showed more affirmative opinion about special class operation than the others who hadn't, but the difference between the two groups wasn't significant.
Finally, as a result of investigating the regular class teachers' recognition of special class operation system in middle school in consideration of their attributes including gender, age, career and religion, the female teachers considered special class curriculum more favorable than the male teachers. By age group, those in their thirties had the best idea of the socially acknowledged vocational value of special class teacher, while the teachers in their forties expressed most negative opinion on the same. By teacher career, the socially acknowledged vocational value of special class teacher was most supported by those with 5- to 9-year career, whereas that was least supported by the teachers with less than 5 years of career. By religion, they had a positive opinion on special class operation, regardless of presence or absence of religion.
The above-mentioned findings suggested that in order to run special class more efficiently and successfully, appropriate special education curriculum should be developed and the required facilities or equipments should be reinforced. Further, more national support should be given to provide better treatment for special class teachers, boost their morale, and implement reeducation for higher special teacher qualification.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 특수학급 교육의 성격 = 5
• 2. 특수학급의 운영 = 10
• 3. 특수학급 교사 = 16
• Ⅲ. 연구방법 = 21
• 1. 연구 대상 = 21
• 2. 조사 도구 = 23
• 3. 연구 절차 = 25
• 4. 자료 처리 = 25
• Ⅳ. 결과 및 해석 = 26
• 1. 특수학급과 일반학급 담당교사의 인식 수준 비교 = 26
• 2. 특수학급 담당교사의 인식 수준 = 27
• 3. 일반학급 담당교사의 인식 수준 = 34
• Ⅴ. 결론 및 제언 = 42
• 1. 결론 = 42
• 2. 제언 = 43
• 참고문헌 = 45
• 영문초록 = 48
• [부록1] 중학교 특수학급 운영체제에 대한 교사의 인식수준 설문지 = 51