지적장애 학생의 창의ㆍ인성교육에 대한특수교사의 관심 및 운영 실태

Special Education Teachers’ Concern and Operation Condition on CreativityㆍPersonality Education for Student with Intellectual Disability

본 연구는 지적장애 학생의 창의ㆍ인성교육에 대한 특수교사의 관심 및 운영 실태를 알아보고자 광주광역시 특수교사 191명을 대상으로 한 조사연구이다. 연구 결과 첫째, 특수교사들의 창의ㆍ인성교육에 대한 인식의 정도는 비교적 긍정적인 편이었으나, 관심 정도와 실행 수준은 매우 낮은 초기의 단계에 머물러 있었다. 둘째, 특수교사들은 인성교육에 더 큰 관심을 가지고 실행하고 있는 것으로 나타났다. 셋째, 특수교사들은 지적장애 학생의 창의ㆍ인성교육 실행에 있어서 교수 방법이나 교재 관련한 자료, 정보 및 연수 기회 부족 등을 가장 큰 어려움으로 생각하고 있었다. 따라서 각 관심 정도와 실행 수준을 끌어올릴 수 있도록 현재 단계에 적합한 연수 기회 제공 등 다양한 지원 체계가 필요하다. 본 연구의 결과는 향후 이루어질 지적장애 학생의 창의ㆍ인성교육 연구를 위한 기초 자료로서의 의의가 있을 것으로 본다.

The purpose of this study is to grasp special education teachers’ concern and operation condition on creativityㆍpersonality education for students with intellectual disability. According to this, a questionnaire survey was conducted by selecting research subjects as 191 special education teachers who are instructing students with intellectual disability while working in Gwangju Metropolitan City. The results of this study were as follows. First, as a result of looking into perception, degree of concern and execution level of the creativityㆍpersonality education in special education teachers who instruct creativityㆍpersonality education for students with intellectual disability, the perception level tended to be relatively positive. Second, special education teachers were indicated to be executing with having a bigger concern in personal education out of the creativityㆍpersonality education. Finally, as for a difficulty in implementing the creativityㆍpersonality education for students with intellectual disability, the special education teachers were indicated to think that the biggest difficulty is thought to be mainly the lack of information such as the lack of supporting materials related to a teaching method or textbook development, the lack of information on a teaching method of creativityㆍpersonality education, the lack of establishing a concept and a value on creativityㆍpersonality education, and the lack of a opportunity for training related to creativityㆍpersonality education enough to be applied to students with intellectual disability. The findings, which were shown in this study, are aimed to offer basic data to a research of creativityㆍpersonality education for students with intellectual disability, which will be performed henceforth, and to contribute to vitalizing creativityㆍpersonality education for students with intellectual disability and developing relevant education materials and training.