유아특수교사와 통합교사의 멘토링기법이 유치원 통합교사의 전문성 신장에 미치는 효과

이영순 공주대학교특수교육대학원 2007 국내석사

유아특수교사와 통합교육교사의 멘토링기법이 유치원 통합교육교사의 전문성 신장에 미치는 효과 공주대학교특수교육대학원 유아특수교육전공 이영순 지도교수 : 곽 승 철 본 연구에서는 효율적인 통합교육을 운영하는데 필요한 유아특수교사와 통합교육교사의 상호 이해 및 협력관계를 알아보고, 효율적인 통합교육을 위한 적절한 방법을 제시하는데 목적이 있다. 위의 연구 목적을 위한 연구문제는 다음과 같다. 첫째, 멘토링기법이 특수교사와 통합교사의 상호이해와 협력에 미치는 영향은 어떠한가? 둘째, 멘토링기법이 통합교사의 통합교육 전문성 신장에 미치는 영향은 어떠한가? 이를 검증하기 위하여 본 연구에서 사용한 도구는 지도교수의 자문을 받아 본 연구의 목적에 맞게 작성한 질문지와 심층면접을 사용하였다. 본 연구에서는 특수학급이 있는 특수학급 교사를 멘토로 하고 통합교사를 멘티로 짝을 이루어 멘토링 장학을 실시하는 유치원을 대상으로 하였으며, 연구대상은 대전광역시에 위치한 공립유치원에 특수학급이 있는 특수교사 13명과 통합학급교사 24명을 대상으로 하였다. 질문지는 유치원 방문 및 전자메일을 통해 3월에 사전검사를 실시하였고 6월에 사후검사를 실시하였으며, 심층면담은 유치원 6개원을 선정하여 면담을 실시하였다. 자료처리는 동일 집단 전후의 변화를 검증하기 위하여 t검증을 실시하였다. 이와 같은 방법을 통해 나타난 결론은 다음과 같다. 첫째, 통합교사와 특수교사의 협력관계와 관련하여, 통합교사와 특수교사 모두 멘토링기법을 적용하기 전보다 적용을 한 후에 두 교사 간의 협력관계가 향상되었다고 인식하는 것으로 나타났다. 따라서 멘토링 기법 적용 이후 통합교사와 특수교사의 차이 없이 상호이해 및 협력관계에 대해 긍정적인 영향을 미친 것으로 볼 수 있다. 둘째, 통합교사의 전문성 신장과 관련하여 장애유아 특성 이해, 개별화프로그램 운영, 문제 행동대처 모두가 통합교사에게 멘토링기법이 긍정적인 영향을 준 것으로 나타났으며, 특수교사도 통합교사가 긍정적으로 인식한다고 인지하는 것으로 나타났다. 따라서 멘토링기법은 통합교사의 통합교육 전문성 신장에 긍정적인 영향을 미친다고 볼 수 있다.

중·고등학교 특수학급 교육에 대한 학부모 만족도 조사 연구

박계순 공주대학교특수교육대학원 2007 국내석사

ABSTRACT Survey of Parents’ Satisfaction on the Education of Special Classes in Middle and High Schools Park, Gye-Soon Major in Secondary Special Education Graduate School of Special Education Kong-Ju National University Supervised by Professor Seong-Hee Han, Ph.D. This thesis will discuss the outstanding problems with Education of Special Classes. Furthermore, it will present the data on policy concerning the qualitative development of Education of Special Classes in the future. This project has been done by doing comparative survey about Parents’ Satisfaction on "Educational Surroundings," "Educational Administration" and "The Quality of Education" that have been applied to Special Classes and analyzing them according to local differences as its results tell. For this thesis, some issues in question are raised to get the results of the comparative survey: First, what are the regional differences referring to Parents’ Satisfaction on educational surroundings of Special Classes in Local Middle and High Schools? Second, what are the regional differences referring to Parents’ Satisfaction on educational administration of Special Classes in Local Middle and High Schools? Third, what are the regional differences referring to Parents’ Satisfaction on the quality of education of Special Classes in Local Middle and High Schools? The subjects of research were 318 parents who recently have the opportunities to send their children to the special classes in local middle and high schools, which are located in Chungcheongbuk-Do, in March, 2007. The outcome of this research depended on the reliable data of 170 copies out of the distributed 176 copies of questionnaires. The questionnaire is, employed as a tool, composed of four general parts; "Educational Surroundings," "Educational Administration" and "The Quality of Education." Each head contains 9 questions; 27 questions in total. All results from gathered questionnaires were analyzed with Likert scale: Extremely Satisfied (5 points), Satisfied (4 points), Neither satisfied nor unsatisfied (3 points), Unsatisfied (2 points) and Extremely Unsatisfied (1 point) by using SPSS WIN 14.0 ; firstly, frequency analysis was performed in order to calculate frequency number and a ratio of answers belonging to each question. Secondly, t-test was applied to investigate local differences for the Parents’ Satisfaction degrees on the Education of Special Classes From this survey, the following conclusions have been drawn: Foremost, the parents of students, those who reside at Eub(town) and Myeon(subdivision of Eub), broadly speaking, have higher degrees of satisfaction for the educational surroundings. To put it concretely, they are satisfied with "Educational Facilities for Special Classes (p<.05)", "Teaching and Learning Aids for Special Classes (p<.01)," "Arranged Quota for Special Classes (p<.01) and "Co-teaching between Origin Class teacher and Special Class teacher (p<.05)." For "Degree of Understanding the Handicapped (p<.01)" and "Teaching Ability of Special Classes’ Teacher(p<.01)," those who inhabit Si(city) showed higher satisfaction degrees than others did. Second, it is presented that the parents of students who inhabit Si(city) are highly satisfied with "The Quality of Education of Special Classes" than those at Eub and Myeon. As specific examples, they are satisfied with "Participating in Individualization Teaching of Parents of Students (p.<01)" and "Educational Guidance for the Handicapped": personal safety, safety supervision and sex education (p<.01). Third, for "Educational Administration," the parents of students who reside at Si have higher satisfaction on it as compared with those at Eub or Myeon. In detail, they are satisfied with "School Support" for making friends between the handicapped and other students (p<.01), and "The Number of Times Having Special Classes" separated from the class for the handicapped (p<.05). While, for "Superintendent’s Concern about Special Classes," the parents of students at Eub and Myeon record higher degree of satisfaction. This study has the limit in being generalized, because the subjects of the survey were the parents who are sending their children to special classes only in Choongbok. However, from the result of this study, it can be seen that in relation to environments of special classes, school administrators and teachers are desirably practicing co-teaching systems in integrated teaching. But in terms of reconsidering the unsuitable arranged quota in special classes, shortage of facilities for the handicapped and lack of co-teaching between ordinary classes’ teachers and special classes’ teachers, the educational system and policy don’t give those parents full satisfaction. Therefore, those problems mentioned above should be considered to establish further educational policies.

정신지체학생의 통합을 위한 국어과 교수 개작에 관한 연구

이근옥 공주대학교특수교육대학원 2007 국내석사

이 연구는 일반학급에서 일반교육과정을 중심으로 학생들 전체를 동질 집단으로 간주하고 교수되는 수업상황에 있는 정신지체학생들의 수업 참여 촉진을 위해 교수 개작의 다양한 방안들을 탐색해 보고, 정신지체학생들의 요구 및 특성에 부합하는 국어과 교수 개작의 적용 방안을 모색하는 데 연구의 목적이 있다. 이러한 연구 목적을 달성하기 위하여 공주시 소재의 한 일반학급(13명, 장애학생 포함)에 통합된 2명의 정신지체학생을 대상으로 2007년 3월부터 2007년 5월까지 국어과 통합수업에서 대상학생의 수행 능력 및 요구 수준을 확인하여 ‘국어과 통합교수-학습 과정안’을 적용한 수업을 실시하였다. 수업 과정 중에는 연구 대상 학생들을 관찰하였고, 수업 후에는 연구자와 일반학생이 기록한 ‘수업관찰일지’를 분석하는 방법으로 대상학생의 학습태도 및 학업성취도의 변화를 알아보고자 하였다. 이 논문의 연구 결과는 다음과 같다. 첫째, 효율적인 국어과 통합수업을 위해서 다음과 같은 절차에 따라 교수 개작을 적용하였다. 국어과 교육목표 및 지도 내용, 교과서 내용 체계 등 국어과 교육과정을 분석하고, 정신지체학생들의 IEP 및 학업수행 능력, 학생 및 학부모의 요구 수준 등을 파악하여 대단원 지도 계획을 수립하였으며, 통합교실의 교수 환경을 멀티미디어 시설이 갖추어진 학교도서관으로 옮겨 다양한 수업 장면에 따라 문헌자료코너, 시청각 코너, 컴퓨터 검색 코너, 개별화 코너를 적절히 활용하였다. 또한 학생의 학업수행 능력 및 학습상 장점과 단점을 확인하여 그에 적합한 구체물이나 그림 카드, 동영상, 그림 파일, DVD 등 적합한 교수 자료를 제공하였고, 또래 도우미 활동이나 1:1교수, 모둠별 협동학습 등 교수 집단을 구조화하였으며, 수업 도중이나 수업 후에 적절한 강화제를 제공하였다. 국어과 통합수업의 교수 개작을 적용하기 전, 특수교사와 함께 학생의 학업수행을 관찰한 후 학생의 학업수행 수준 및 능력에 적합한 교수 내용을 선정하였고, 수행 과제를 줄여주고 과제 수행 시간을 늘려 주었으며, 이해하기 힘들어하는 부분은 두세 차례의 반복학습을 시키는 등 교수 방법 및 교수 전략을 조절하였다. 둘째, 국어과 통합수업의 교수 개작 적용 후에 나타난 정신지체학생의 학습태도는 학생 A와 B 모두에게 수업준비 잘하기, 교사와 눈 맞추기, 질문에 대답하기, 수업시간에 교사 지시 따르기, 바른 자세로 앉기 등과 같은 학습태도의 향상과 수업 참여의 촉진을 가져온 반면, 평소에 자주 관찰되던 책상에 엎드려 있기, 창문 밖 바라보기, 공책에 낙서하기, 소리 지르기, 자리 이탈하기와 같은 문제 행동이 감소하는 등 학습태도에서 긍정적인 변화를 보였다. 또한 학생 A의 경우 책을 느리게 읽고, 조사를 빠트리거나 가끔씩 틀리게 읽는 경우가 있었으나, 또래 도우미의 도움과 모둠별 협동학습, 1:1교수를 통한 반복지도를 통해서 글을 읽는 속도가 빨라졌으며, 수업관찰 결과 책을 읽고 읽은 내용을 순서대로 말하거나 주요 사건이 무엇인지 파악할 수 있게 되었음을 알 수 있다. 학생 B의 경우는 제한된 낱말만을 반복적으로 사용하여 의사 표현을 하던 언어 활동은 조사까지 사용하여 문장을 사용할 수 있게 되었고, 또래 친구나 선생님들과의 의사 소통이 비교적 원활하게 이루어졌다. 결론적으로 정신지체학생의 통합을 위한 국어과 교수 개작 적용은 정신지체학생의 학습태도 및 학업성취도에 긍정적인 변화를 가져온 것으로 나타났다.

유아통합교육에 대한 특수교사와 일반교사의 인식

이재실 공주대학교특수교육대학원 2007 국내석사

This study has been performed with its aim at trying to improve recognition of integrated education as a whole and promote its quality by analyzing differences in recognition level between special teachers and general teachers with respect to integrated education for early children. The problems dealt with in this study are as follows; First, what are the differences between special teachers and general teachers in their recognition of integrated education for early children? Second, what are the differences between special teachers and general teachers in their recognition of the environment of integrated education? The results of this study are as follows. First, as for teachers' recognition of the concepts of integrated education for early children, special teachers in general have more positive recognition than general teachers, and the former have positive recognition of every item related to the concepts of integrated education for early children. General teachers have a comparatively positive level of recognition with respect to opportunities for interaction, time for integration, and integrated education for early children in integrated environment. As for teachers' recognition of the concepts of integrated education for early children in accordance with variables of their backgrounds, those general teachers who participate in informal meetings for exchange of information about the concepts of integrated education for early children have more positive recognition than those who do not. As for teachers' recognition of the influence on disabled early children of integrated education for early children, there are few differences in special and general teachers' recognition, and also no meaningful differences in each detailed item. Of the detailed item related to the influence of integrated education for early children on disabled early children, both special and general teachers have a positive level of recognition of disabled early children's emotional development, their harmony with peers, and social integration. In teachers' recognition of the influence on disabled early children of integrated education for early children in accordance with variables of their backgrounds, those general teachers who participate in informal meetings for exchange of information about the concepts of integrated education for early children have more positive recognition than those who do not. Few differences appear between special and general teachers in their recognition of the influence on disabled early children of integrated education for early children, but the level of special teachers' recognition is somewhat more positive than that of general teachers'. There are some differences between special teachers and general teachers in recognition with respect to physical safety out of the detailed items; the former recognize it somewhat positively, and the latter somewhat negatively. As for the influence on disabled early children of integrated education for early children in accordance with variables of their backgrounds, those general teachers who participate in formal/informal meetings for exchange of information about the concepts of integrated education for early children have more positive recognition than those who do not. In regard of teachers' recognition of cooperative teaching in integrated education for early children, special teachers have more positive recognition at large than general teachers. In fact, the former positively recognize every item related to the concepts of integrated education for early children. General teachers have a comparatively positive level of recognition with respect to discussion of the problem of integration, administrative/social supports for cooperative teaching, exchange with parents, and cooperative teaching in integrated education for early children. In special and general teachers' recognition of cooperative teaching in integrated education for early children in accordance with variables of their backgrounds, there are no differences in accordance with teachers' ages, careers in education, experiences in integration, formal/informal meetings. Second, in teachers' recognition of the environment of integrated education, there are no differences between special and general teachers in their recognition of conditions of support as well as in their recognition with respect to each detailed item. As for their recognition of conditions of support in the environment of integrated education in accordance with variables of their backgrounds, the lower their ages are and the less their experience in education is, the more positive special teachers' recognition are. As for their recognition of teachers' quality, special teachers have more positive recognition at large than general teachers. In particular, the two parties show considerable differences in recognition with respect to detailed items including planning of integrated education, individualized education, providing opportunities for role play. In special and general teachers' recognition of educator quality in the environment of integrated education for early children in accordance with variables of their backgrounds, the lower their ages are and the less their experience in education is, the more positive special teachers' recognition are. Based on the results of this study, we can present the following suggestions for subsequent studies. First, in order to attain more detailed and correct differences in levels of recognition of integrated education, we need to diversify types by background variables and increase the number of subjects for survey. Second, in order to change overall social recognition, education for common people along with support to the disabled should be prepared in a governmental dimension. Third, we should explore various ways to control interrelationship of interest between special and general teachers, and to attain objective responses.

정신지체 특수학교 전공과의 산업체 현장실습 현황 및 활성화 방안

안중일 공주대학교특수교육대학원 2008 국내석사

The goal of this study is to examine the status quo of industry field training done by majors related to a special school for the mentally retarded and suggest a scheme to make it more active. For this, I’ve conducted a survey on the operational status quo of industry field training and a scheme to make it more active, with 42 majors of special schools for the mentally retarded nationwide as survey objects. The collected data was analyzed using a frequency and a percentage. The summarized study result is as follows. First of all, as for the operational status of industry field training of related majors, most schools conduct field training more than 2~3 times before graduation and have a before-employment stage in consideration to the employment possibility after the training and the student’s ability and aptitude. Training companies are being developed using various methods, however, it is difficult to develop companies as the ability of students are poor. When allocating a trainee in a company, the student’s ability, aptitude and punch-in/out time are taken into consideration. Also, a job ability assessment is being conducted by public corporations and welfare centers, however, most students don’t even get to participate in the type of occupation related to the training of the school but take charge of simple and repetitive duties such as assembling, packaging and transporting. The teachers in charge of field training and the staff in charge of trainee lead the trainee, and people related to the training, such as the teachers in charge of field training and associate teachers, have cooperative relationship in general and provide support for the field training for the school. Next, as for the scheme for making field training more active between the related majors and industry, as there are various purposes of field training, it should be operated differently in its content and method depending on its purpose, and an expansion of the training company is needed along with job training, considering students’ ability and level of handicap, and stronger support for the training company. A role allotment is needed through an interpersonal cooperation for developing training companies, rather than leaving the responsibility to a particular organization or a person alone, and responsibilities for field training need to be divided in different times of training. Making a field training more active involves various factors, however, a proper duty allotment needs to precede through development of various companies, and multifaceted opinions need to be exchanged with the training companies. As internal factors in the school, interest and willingness of the school master for field training and interest and support from the parents are needed. Therefore, a change in perception toward field training is needed and a voluntary participation and assistance of industries and participation and role allotment of organizations related to rehabilitation on the job for the handicapped are needed for effective training.

유아특수교사와 유치원교사의 직무만족도 비교 연구

정소영 공주대학교특수교육대학원 2008 국내석사

This study intends to find out the job satisfaction of special education teachers and kindergarten teachers by questionnaire, and more detailed purposes were below: First, discovering the difference in the entire job satisfaction of special education teachers and kindergarten teachers. Second, finding out the difference in external job satisfaction(duty, working environment, wage, system of administration) of special education teachers and kindergarten teachers. Third, detecting the difference in the internal job satisfaction(relationship, status, professionality, autonomy) of the two groups. 150 childhood special teachers and kindergarten teachers were randomly elected as the objects of this study. We visited some conference for special child-education teachers and kindergarten teachers, or analyzed 253 of 300 sent questionnaires by post and e-mail. In management, we t-verified by producing the average and deviation of the two groups, using SPSS/WIN 12.0 Program. The results of the research are followed: First, in total job satisfaction, some significant differences was found between the two groups(t = 2.01, p < .05), total job satisfaction of childhood special teachers was likely to be higher than that of kindergarten teachers. Second, in external job satisfaction, since we couldn't find any significant difference between the two groups, external job satisfaction of the two groups is the same. Third, in internal job satisfaction, several meaningful differences was found between the two groups(t = 2.03, p < .05), the internal job satisfaction of childhood special teachers was likely to be higher than that of kindergarten teachers.

장애유아 담임교사에 대한 해결중심 단기상담 일 연구

장희경 공주대학교특수교육대학원 2008 국내석사

This study was aimed at finding out if short-term counseling program for teacher in kindergarten can bring change into her attitude toward disabled children and into interaction with both sides. The purpose of the study was as follows. First, it was to find out if the teacher became positive and receptive toward child with disability through a short-term problem-solving counseling program. Second, it was to determine if the short-term counseling program brought changes into the interaction with teacher and child with disability positively. This study was held in an elementary affiliated kindergarten in Bupeong, Incheon City, and the subject was teacher who taught at integrated education. The tool of this study was a short-term counseling program and was implemented once per week, six times in all. The subject was required to answer to the questionnaires before and after the six counseling sessions. Additionally, scale questions about the relationship with children and problems they had when they taught were given to the subject. All the counseling sessions were analyzed through recording, and parts of the classes were observed and analyzed to find out if there had been any changes in interaction between teacher and child with disability. The findings of the study were as followed. First, it showed that the short-term counseling program could allow teacher at integrated classroom to be more receptive to child with disability. In other words, it showed that the teacher at integrated classroom concentrated on their successful experiences, strengths, resources, and abilities, and there had been improvement in their abilities in problems solving situations through whole counseling sessions. Secondly, the program could be an effective tool for positive interaction between teacher and child with disability. The study was meaningful in the fact that the program was implemented to the teachers in integrated classrooms and the result was qualitatively analyzed. It is suggested that the program can help the teachers at integrated classrooms to improve their problem-solving ability. However, this study has a problem in generalizing the result because the subject was only one teacher in an integrated classroom. Therefore, it is suggested that consequent studies should be made in this area to help teachers improve their problem-solving abilities and to reduce the difficulties that they have at the classrooms.

마인드맵을 적용한 언어지도에 따른 학습장애 아동의 어휘력 변화에 관한 연구

이복희 공주대학교특수교육대학원 2007 국내석사

본 연구는 마인드맵을 활용한 언어지도가 학습장애아동의 어휘력 변화에 어떤 영향을 주는지 알아보기 위한 것으로 본 연구의 독립변인은 마인드맵을 이용한 언어지도 프로그램을 실험변인으로 하여 연구 대상의 어휘 이해력과 어휘 사용능력을 종속 변인으로 설정하여 3명의 대상 아동에 대한 기초선 설계방법을 사용하였으며 기초선, 중재, 일반화의 순서로 실행되었다. 어휘 이해력 및 사용능력에 대한 검사지는 3학년 수준에 맞게 수정 보완하여 제작하였으며, 동일한 형태로 제작하였고 각 검사지의 난이도를 맞추기 위해 검사지들의 일부 문항을 동일한 문항으로 구성하였으며 어휘 이해력 검사지는 변별력을 주기 위해 난이도를 높게 설정하였다. 본 연구는 초등학교 3학년 학습장애 아동 3명을 대상으로 학습장애아동의 어휘력 신장을 위해 언어지도 프로그램을 10주간 10회 실시한 후 비교 분석하였다 마인드맵을 이용한 언어지도가 학습장애 아동의 어휘력 변화에 준 영향을 알아보기 위한 본 연구의 결론은 다음과 같다. 첫째, 마인드맵을 이용한 언어지도 프로그램은 학습장애 아동의 어휘 이해력을 향상시켰다. 둘째, 마인드맵을 이용한 언어지도 프로그램이 학습장애 아동의 어휘 사용능력을 향상 시킨 것으로 나타났다. 본 연구의 결과에 의하면 마인드맵을 이용한 언어지도 프로그램은 학습자의 경험과 관련된 내용을 교과와 관련해 추출, 활용함으로써 어휘 이해력 및 사용능력의 향상을 보였으므로 효과적인 어휘지도의 한 방법임을 확인할 수 있었으며 말하고 표현하는 어휘사용능력 및 어휘이해력을 신장시키기 위해서는 교사의 체계적이고 의도적인 지도 방법에 대한 지속적인 연구가 필요하다.

저경력 특수교사의 특수교육대학원 학습경험에 대한 자문화기술지

이다경 국립공주대학교 특수교육대학원 2025 국내석사

이 연구는 저경력 특수교사의 특수교육대학원 학습경험을 서술함으로써 교사 재교육을 통한 저경력 특수교사의 전문성 발달 과정과 그 의미를 이해하는 데 목적이 있다. 연구방법으로는 질적연구 중 자문화기술지를 활용하여 저경력 특수교사의 경험을 풍성하고 상세하게 기록하며 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 저경력 특수교사였던 나는 특수교육 분야에서 전문성을 높이고 학문적 욕구를 충족하며 다양한 외재적 가치를 목적으로 하여 특수교육대학원 진학을 결심하였다. 둘째, 저경력 특수교사였던 나는 특수교육대학원에서 학습하며 특수교육에 대한 전문 지식을 쌓고 새로운 학습 방법을 터득하며 교육 공동체를 형성하는 경험을 하였다. 셋째, 저경력 특수교사였던 나는 특수교육대학원에서의 학습경험을 통해 개인적 성장, 실제적 성장, 사회적 성장을 이루었다. 이 연구는 저경력 특수교사의 전문성 향상을 위해 특수교육대학원에서의 학습경험이 유익하다는 것을 강조한다. 또한 이 연구는 특수교육대학원에서 학습 중이거나 진학을 희망하는 현직 교사들이 특수교육대학원에서의 학습경험을 이해하고 성찰하는 데 유용한 기초자료가 될 것이다. This study aims to examine the learning experiences of novice special education teachers in a graduate school of special education and to interpret the process of professional development and its significance. To achieve this goal, autoethnography was used to explore the researcher’s own experiences. The study set three research questions: ‘Why did the novice special education teacher decide to attend a graduate school of special education?’, ‘What learning experiences did the novice special education teacher have at the graduate school of special education?’, ‘What lasting impacts did the graduate school learning experience have on the novice special education teacher?’. The results of this study are as follows. First, the novice special education teacher entered the graduate school of special education due to both intrinsic and extrinsic motivations. Second, the researcher experienced deep knowledge, learner-centered teaching methods, and reflective learning at the graduate school of special education. Third, the researcher achieved personal, practical, and social growth through the learning experience at the graduate school, which enhanced their professional competence as a special education teacher. The findings of this study highlight the need for learning experiences in graduate schools of special education to improve the professional development of novice special education teachers.

중등 특수교사와 사진예술강사의 협력적 사진교육에 관한 내러티브 탐구

최근연 국립공주대학교 특수교육대학원 2025 국내석사

ABSTRACT A Narrative Inquiry on the Collaborative Teaching of Photography by a Secondary Special Education Teacher and a Photography Artist Choi, Geun-yeon Department of Special Vocational Education Graduate School of Special Education, Kongju National University GongJu, Korea (Supervised by Professor, Lim, Kyoung-won ) This study explores, through a narrative inquiry approach, the actual experiences of a co-taught photography art class conducted by a photography instructor and a special education teacher in a special education setting. Although the cultural and artistic rights of students with disabilities are legally guaranteed by the Special Education Act for Persons with Disabilities and the Arts and Culture Education Promotion Act, in practice, the provision of continuous and high-quality arts education remains challenging due to a lack of specialized personnel, the absence of structured co-teaching models, and the employment instability of arts instructors. Photography, in particular, is widely recognized in research as an artistic medium that transcends linguistic barriers and allows for intuitive expression of emotions and thoughts, contributing to emotional stability, improved self-expression, and enhanced self-esteem. However, its educational potential has not been fully realized in special education settings. In response, the researcher engaged in a co-teaching model with a photography instructor and directly experienced the transformative impact on students. This journey was organized narratively along the flow of the four seasons—spring, summer, autumn, and winter. Spring symbolized the time of encounter and expectation, where students and teachers began to get to know one another and planted the seeds of relationship in an unfamiliar classroom. Summer was marked by conflict and adjustment, where differences in roles and pedagogical perspectives emerged and were gradually reconciled through mutual understanding. Autumn represented a time of solidarity and reflection, as trust deepened among teachers, the instructor, and students, and students grew as autonomous individuals through activities such as self-portrait photography and digital poetry (dicasis). Finally, Winter was a period of reflection amid systemic limitations and uncertainties, calling attention to the sustainability of arts education and its social responsibility, and reinterpreting the meaning of photography education at the institutional and community levels. Through this process, the researcher was able to reflect on the essence of education and affirm that arts education can serve not merely as an activity-based program but as a medium for educational transformation. The study further emphasized that co-teaching is not a simple division of labor but a practical partnership grounded in shared goals. By securing personal justification (transformation and reflection as an educator), practical justification (real change within the educational field), and social justification (the need for institutional reform and social responsibility), this research presents both the practical potential and systemic challenges of implementing arts education within special education. Photography education not only offers students emotional stability and opportunities for self-expression but also brings about meaningful change in the entire educational community, providing a foundational basis for the future expansion of co-teaching in both policy and practice. key words: narrative inquiry, special education, photography education, co-teaching, arts education for students with disabilities, emotional expression , educational transformation, cultural rights, self-expression, educational sustainability * A thesis submitted to the committee of Graduate School, Kongju National University in partial fulfillment of the requirements for the degree of Master of Education Conferred in August 2025