중학교 통합교육 환경에서 특수교육대상학생이 경험한 학교생활과 의미|RISS 상세보기

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the school life of middle school students with special needs, focusing on general classes, special classes, and peer relationships, using the photovoice research method. Based on this, the study aims to examine the educational needs and supports needed by students with special educational need in middle school. To achieve this, five students from a special education class in the second year of middle school were selected as the research subjects. They participated in the photovoice study for four months from March to June 2023. Participants took part in orientation once, nine interviews on the topics of general education, special education, and peer relationships, photovoice exhibition once. Eleven individual and group interviews were conducted over a period of about four months, and the collected qualitative data were analyzed according to Wang & Burris’s the three steps of photovoice analysis. The analyzed data were categorized into four major categories, 11 sub categories, and 40 semantic units: “Half-hearted school life”, “My lonely day at school”, “Moments when I'm happy to have a friend”, and “the future I dream of”. The names of each category are based on the words, sentences, or parts of sentences expressed by the research participants themselves. The research process yielded the following findings: First, students with special educational need in middle school were experiencing both difficulties and pleasures in their academic performance during school. Second, students with special educational need in middle school had difficulty forming peer relationships and social interactions in the general classroom. Third, students with special educational need in middle school were experiencing intimacy through positive social interactions at school. Fourth, students with special educational need in middle school had expectations for those around them in school and dreams of what they wanted to be in adulthood.

번역하기

참고문헌 (Reference)

1 박은혜 ; 이대식 ; 진창원, "한국 통합교육정책의 효과와 개선방안에 관한 교사, 학교 관리자, 학부모 인식 비교" 51 (51): 101-128, 2016

2 임해주 ; 서효정, "학습장애 학생과 비장애 학생의 통합교육 경험" 11 (11): 105-137, 2016

3 허희선 ; 박승희, "학급차원의 또래도우미 활동 프로그램이 비장애학생의 장애학생과의 친구관계와 장애학생의 학교생활적응에 미치는 영향" 10 (10): 155-186, 2011

4 김정연 ; 허유성, "포토보이스를 활용한 특수교사의 일상과 성장 경험 탐색" 62 (62): 127-150, 2019

5 손성화 ; 강영심, "포토보이스를 통한 발달장애청년의 자립생활에 대한 의미와 경험 탐색" 55 (55): 115-142, 2021

6 이은주 ; 홍진희, "특수학급에 배치된 장애학생의 일반학급 또래관계와 수업 및 학급 이동에 대한 인식" 7 (7): 1-28, 2012

7 이수인 ; 김지은, "특수학급 청소년의 자기탐색 및 또래관계기술 향상을 위한 집단미술치료 사례연구" 22 (22): 193-212, 2022

8 손성화 ; 강영심, "특수학급 지적장애 중학생의 친구관계 질이 학교적응에 미치는 영향" 16 (16): 431-449, 2016

9 박경옥 ; 강은영 ; 박남수, "특수학급 교육과정 편성･운영 시 기본 교육과정 적용 및 평가에 관한 특수학급 교사의 인식과 활용 실태" 60 (60): 217-240, 2021

10 박미경 ; 강경숙, "특수교사의 기본교육과정 적용 대상 장애학생 교수ㆍ학습 방법과 평가 실행 및 개선 요구" 18 (18): 267-296, 2017