지역사회 협력기반 특수학교 방과후학교의 활성화 방안

A Study on the Revitalization of Special School after School Based on Community Cooperation

이 연구는 지역사회 협력에 기반한 특수학교 방과후학교의 운영실태와 요구를 파악하여 그 활성화 방안을 도출할 목적으로 수행되었다. 이를 위해 방과후학교 관련 업무를 맡고있는 124명의 특수교사를 대상으로 설문조사를 실시하였고, 특수학교 재학 자녀를 둔 학부모 6명을 심층면담하였다. 연구결과 지역사회 협력기반 방과후학교의 활성화 방안으로 지역사회 협력 및 방과후 활동 추진을 위한 운영시스템 구축, 온라인시스템의 구축, 지역사회 방과후 교육기관 및 시설의 확충, 학생안전망구축, 우수강사 수급방안 및 관리시스템의 확충, 재정적 기반과 법·제도적 근거 마련, 수요자 중심의 질 높은 프로그램 개발, 지역사회 협력기반 방과후학교 활성화를 위한 문화조성 등을 제시하였다. 본 연구에서 제시된 활성화 방안은 장애학생들에게 더욱 절실한 문제인 지역사회 적응능력 함양을 위한 교육활동을 강화하고, 지역사회가 장애인에 대한 깊은 이해을 바탕으로 포용할 수 있도록 하는데 의미가 크다.

This study was conducted to activate after-schools of special schools based on community cooperation by grasping the operation status and needs of after-schools of special education based on this study was conducted to promote after-schools of special schools based on community cooperation. A survey of 124 special teachers in charge of after-school affairs at the school site was conducted on the operation status and activation of after-school schools based on community cooperation, and in-depth interviews were conducted based on the experience of parents of six special schools participating in after-school education to analyze the need and requirements for the revitalization of after-school schools based on community cooperation. As a result of research and analysis, it was suggested that the measures to revitalize community cooperation and after-school activities should include establishing an operation system for community cooperation, establishing an online system, expanding after-school education institutions and facilities in the community, establishing a safety net for students, expanding the supply and management system for excellent instructors, providing financial and legal and institutional grounds, developing high-quality programs centered on consumers, and promoting after-school programs based on community cooperation. The activation measures presented in this study are educational activities for disabled students to develop community adaptability beyond education, and the community will seek a deep understanding of the disability beyond its preconception of the disabled, providing an opportunity for the natural integration of the disabled and the non-disabled.