중학교 특수교육대상학생에 대한 통합학급 교사의 배경변인에 따른 교과운영 인식

Perception of Integrated Class Teachers Environmental variables in Subject Operation concerning Middle School Students with Special Needs

중학교 특수교육대상학생에 대한 통합학급 교사의 교과운영 인식를 알아보고자 중학교 통합교과 담당교사를 대상으로 설문지를 배부하였으며, 104부를 본 연구의 분석에 사용하였다. 자료 처리를 위해 SPSS 14.0을 이용하여 분석 하였다. 교과운영 실태와 교과 지도 방법 및 평가는 검증을 실시하였고, 교과운영 실태 중 통합교과 수업시 특수교육대상학생 수업참여 정도는 빈도분석을 하였다. 이러한 연구결과를 통해서 얻은 결론은 다음과 같다. 첫째, 통합교과별 담당 교사의 특수교육대상학생에 대한 교과 지도 운영에 대한 인식차는 통합교과 지도 운영의 측면에서 교육과정 구성을 일반교육과정으로 운영하고 있는 것은 일반교과 교사의 경우 특수교육에 대한 이론적인 지식을 갖고 있는 교사가 거의 없기 때문인 것으로 해석된다. 둘째, 통합교과별 담당 교사의 특수교육대상학생에 대한 교과 지도 및 평가의 방법에 대한 인식차는 교과지도시 일반학생과의 상호작용을 위한 전략으로는 1:1 짝짓기 전략을 가장 많이 사용하고 있었으며, 통합학급에서 교과지도가 어려운 이유는 학급당 과다한 학생수였다. 특수교육대상학생을 지도할 때 주로 도움을 받는 곳으로는 동료특수교사였다. 특수교육대상학생에 대한 교과에서의 평가방법은 교사가 장애정도를 고려하여 개인별 별도의 기준에 의해 평가를 실시한다고 응답하였으며, 교과에서의 평가가 어려운 이유는 교사가 특수교육대상학생을 어느 정도 고려하는 지에 대한 기준이 미비하기 때문이라고 하였다.

The goals of this study were to examine the integrated class teachers perception to the education, methods and evaluations of integrated subject for students with special needs and to provide the basic information for integrated subject teachers in the future. Structured questionnaires were distributed and the responses were analyzed by using SPSS 14.0. Implementation of subject operation, teaching methods and evaluations were analyzed by using . Then, in implementation of subject operation, frequency was employed for participating rate. The findings of this study are as follows. First, regarding the differences in perception of integrated subject teachers about subject operation, educational contents for normal students were used and operated for students with special needs in most cases. The teachers pointed out that the biggest difficulty in organizing and operating integrated education program was to develop appropriate education contents that meet the needs of students with special needs. Second, in terms of integrated subject teachers perception about teaching methods concerning students with special needs, most general school teachers did not have individualized education program. One on one pairing was the most frequently used strategy for interaction with normal students. The excessive number of students in integrated class made it hard to teach and the most frequently utilized teaching and learning method for students with special needs was an interaction between learners. The goals of this study were to examine the integrated class teachers perception to the education, methods and evaluations of integrated subject for students with special needs and to provide the basic information for integrated subject teachers in the future. Structured questionnaires were distributed and the responses were analyzed by using SPSS 14.0. Implementation of subject operation, teaching methods and evaluations were analyzed by using . Then, in implementation of subject operation, frequency was employed for participating rate. The findings of this study are as follows. First, regarding the differences in perception of integrated subject teachers about subject operation, educational contents for normal students were used and operated for students with special needs in most cases. The teachers pointed out that the biggest difficulty in organizing and operating integrated education program was to develop appropriate education contents that meet the needs of students with special needs. Second, in terms of integrated subject teachers perception about teaching methods concerning students with special needs, most general school teachers did not have individualized education program. One on one pairing was the most frequently used strategy for interaction with normal students. The excessive number of students in integrated class made it hard to teach and the most frequently utilized teaching and learning method for students with special needs was an interaction between learners.