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특수교육 기본교육과정의 편성·운영지침에 대한 학교 현장 적합성 연구
권요한 ( Kwon Yohan ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.4
The purpose of this study is to explore the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum applied by special schools. For this, the contents proposed in organization, operating points and common factors of the basic curriculum were composed into 55 questions in 4 domains of subjects, creative experiential activities, extracurricular activities and curriculum quality management and distributed to 89 special schools nationwide to study their importance and practice. The survey result was processed through mean, standard deviation, and test for difference in means per domain and question. Major result and conclusion obtained through discussion are as follows : First, with regard to the organization and operating guideline of curriculum proposed by basic curriculum, the significance and practice of subjects, creative experiential activities, extracurricular activities and curriculum quality management were all highly perceived. However, the difference in perception of significance and practice were extremely high, rendering the adequacy extremely low. To solve this, it is important to more clearly establish the identity of basic curriculum. For special schools applying basic curriculum, due to the overlapping phenomenon of students with disabilities, it is important to make efforts to review revision of the curricular correlation to regular schools and revise in various ways, i.e. change the identity of subjects to curriculum activities; or strengthen the correlation between subjects and creative experiential activities; or develop and distribute extracurricular activities. Also, in order to improve the adequacy of special education basic curriculum in special schools, it is important to exert efforts to gradually change the direction of development of curriculum from the top-down to bottom-up method. Second, the efforts to improve the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum must solve the identity problem along with the problem which comes with trusting the authority to determine the curriculum in special schools, i.e. the expertise autonomy of schools with respect to organizing and operating the curriculum, problems in converting and applying simplified basic curriculum to special schools, problems in supporting organizing and operating curriculum, teaching and learning, and evaluation, and problems pertaining to activating school curriculum and self-evaluation. Third, the contents with high adequacy in special schools with respect to organizing and operating special education basic curriculum, i.e. limiting number of subjects per semester, varying number of lectures within 20% range per subject, opportunity education on current social issues, after school programs and summer or winter programs, everyday English, utilization of info-communication, use of leisure time, rehabilitation, health education, and school sports club activities as well as creative experiential activities must strengthen their correlation with state-level and school-level curricula must be continuously supported to maintain and expand their adequacy.
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일반학급 교사가 인식한 장애학생 학교폭력 유형과 원인 분석
이창훈 ( Changhoon Lee ),권요한 ( Yohan Kwon ) 한국특수아동학회 2015 특수아동교육연구 Vol.17 No.3
The purpose of this study was to analyze the relevant factors, actual status and type and to investigate the relationship between those factors for school violence of students with disabilities that teachers have been recognized by the inclusive educational environment. The analysis results are as follows: First, the type of school violence of students with disabilities which is recognized by inclusive classroom teachers, verbal violence occurs most often. The most occurrence time is in recess, the most occurrence place in the class room. In addition, recognition of counselor, special education teacher is the highest. After school violence occurs, measures that schools take has been found to be ‘to guidance in consultation with the special education teacher’ is the most common. Second, divide the variables associated with school violence of students with disabilities by personal variables according to the characteristics of the disorder and external variables that may affect the student``s school violence such as home, school, community, and investigate the related factors. Also a result of examining the relationship between those factors, 2 factors in personal variables (‘private attributes``, ‘personal behavior``), the 5 factors in the external variables (‘home``, ‘relationship``, ‘school``, ‘community``, ‘culture``) and turned out to be a factor in a total of 7. Private attribute factors are related to school achievement, disobedience, damage report, hygiene, appearance, intelligence, etc. Personal behavior factors are mainly related to hyperactivity, learning disturbances, communication, interpersonal relations, etc.
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