협력교수가 학습장애 학생과 비장애 학생의 학업성취도와 사회성 기술에 미치는 영향 = The Effects of Co-teaching Practices on Academic and Social Achievements for Students with and without Learning Disabilities

다국어 초록 (Multilingual Abstract)

With increasing number of children with disabilities in general education settings and emphasis of improving the quality of inclusive education program, the likelihood that the collaboration between general and special educators are considered as an important factor for applying inclusive education successfully. This study was to obtain information about co-teaching that provides direct education support to children with learning disabilities in inclusive education settings. One special educator, two general educators, and 18 students who participated in co-teaching practices for 1year were interviewed, observed, and teachers' co-teaching journals were collected. Overall, teachers and students had positive perceptions of co-teaching practices in their classrooms. They reported that co-teaching practices were beneficial to teachers and students alike and that their idea about teaching students with learning disabilities in inclusive education settings had been positive since they used co-teaching. These results seem to support the notion that co-teaching is an effective teaching method for including students with disabilities in general education classrooms and for providing appropriate supports to them in these settings. But the academic effects of co-teaching revealed differently among students with and without disabilities. Implications for practices considering our education system were addressed to develop more appropriate co-teaching model for including students with disabilities.

국문 초록 (Abstract)

최근 특수교육 대상학생이 일반학급에서의 통합되는 숫자가 증가하고 특수교사의 교실현장에서의 실질적인 지원이 요구되는 시점에서 협력교수는 통합교육의 질적인 측면을 향상시킬 수 있는 교수방법이라 여겨지고 있다. 본 연구는 초등학교 통합학급에서 1년간 협력교수를 실시하고 질적 연구 방법을 통해 학습장애 학생과 비장애 학생의 학업 및 사회성에 관한 효과와 문제점들을 알아내고 이를 바탕으로 한국의 교육현장에 적합한 협력교수 모형 개발의 기초 자료로 사용하고자 하였다. 연구도구로는 참여교사와 학생간의 심층면담, 협력교수 관찰, 협력교수 협의록, 학생수행 평가 자료가 적용되었다. 연구결과 협력교수는 전반적으로 교사들의 추가적인 지원과 다양한 수업활동을 통해 교과기술의 향상과 장애학생에 대한 인식에 긍정적인 변화를 가져왔으나 학생의 학업성취 수준에 따라 학업 수행능력의 향상이 다르게 보고되었고 특히, 장애학생의 경우 개별적인 학습지원의 시간이 부족하였다. 협력교수의 문제점으로는 공동계획 시간의 부족과 협력교사의 자질 및 기술이 제시되었다. 이를 바탕으로 협력교수의 효과적인 적용을 위해 현장과 학계 준비해야하는 실제에 관한 시사점들이 제시되었다.

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