지체장애 학교의 학교교육계획에 나타난 지체장애 교육 실태

Actual State of Education of Physical Disabilities Revealed in the School Education Plan of Physical Disabilities School

「학교교육계획」은 각 교사가 일상적인 교육활동을 하는 기준이 되거나 교육활동을 수행하는데 있어서 구체적인 근거가 되며 교육활동에 대한 방향을 제시하고, 구조화하며, 평가하는 기능을 가지고 있다. 따라서 본 연구에서는 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태를 분석하고자 한다. 본 연구의 분석 대상은 전국 지체장애 학교 중 다음 조건을 충족한 대상학교의「학교교육계획」을 분석 대상으로 선정하였다. 대상학교의 충족조건은 첫째, 지체장애 교육기관으로 명기된 지체장애 학교일 것, 둘째, 뇌병변 아동이 주 대상일 것, 셋째, 특정 지역에 치우치지 않도록 전국적으로 균등하게 선정할 것, 넷째,「학교교육계획」의 혜증(惠贈)을 수락한 학교로 총 10개 학교가 선정되었다. 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태 결과를 요약하면 다음과 같다. 첫째, 학교교육의 목표는 ① 학교교육목표의 위치설정은 교육목표에 대한 하위영역으로 구체목표라는 형식을 취하고 있었다. ② 학교교육목표의 표현형식은 교육목표의 진술의 경우, 1행의 단문형 문장 형식을 주로 취하고 있는 반면, 구체목표의 진술의 경우는 주로 조목형의 단문 형식을 취하는 것이 특징적이었다. ③ 학교교육목표의 내용은 지체장애 학교라는 특수학교의 특성을 반영하여 건강이나 재활, 자립에 관한 내용이 교육목표에 반영되고 있었다. ④ 교훈의 설정은 구체목적 보다는 기본목적과 관련되어 있었다. 둘째, 「학교교육계획」의 체제는 ①「학교교육계획」의 명칭 4개 학교에서「본교 교육계획」이라는 명칭을 사용하고 있었다. ②「학교교육계획」의 체제는 최소 7개영역에서 최고 10개영역으로 구성되었다. ③ 학교요람의 성격은 학교교육 계획의 축소판이나「학교교육계획」의 부록의 성격을 가지고 있었다. 셋째, 학생의 장애 실태는 ① 교사 1인당 학생 수는 3.64대 1명으로 지체장애 학교에는 평균 155명이 학생 재학하고 있으며, 교사 수는 평균 43명이 재직하고 있는 것으로 나타났다. ② 장애별 학생수는 뇌병변장애가 82.9% 로 가장 높은 비율을 차지한 것으로 나타났다. 넷째, 학교경영 평가는 ① 총10개 지체장애 학교 중 9개 학교에 학교경영 평가 영역이 제시되어 있으나 1개 지체장애 학교에는 「학교교육계획」이나 학교요람에 평가영역이 제시되어 있지 않는 것으로 나타났다. ② 평가항목은 최소 37항목에서 최대 142항목까지 매우 다양한 것으로 나타났다.

「School education plan」becomes the standard for daily educational activity or the specific basis to perform educational activity and has the functions to propose, structure, and assess the direction of education activity. Therefore this study intended to analyze the actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school. The analysis subjects of this study were「school education plan」of 10 physical disabilities schools meeting the following conditions. The requirements of subject school were 1) physical disabilities school defined as physical disabilities, 2) to teach children with brain lesion, 3) to be selected equally all over the country not to incline toward a specific region, and 4) to accede to a request of「school education plan」. The results of actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school are summarized as follows. First, regarding school education goals, ① the position of school education goals was established in the form of specific goal in the subarea of education goals. ② School education goals were mainly expressed as a one-line simple sentence, whereas specific goals was done as a clause-type simple sentence. ③ The contents of school education goals such as health, rehabilitation, and independence were reflected in「education goals」in consideration of the characteristics of special school of physical disabilities school. ④ Instructions were established in association with basic goals rather than specific ones. The structure and form of school education goals varied with school. Second, regarding the system of school education plan, ① four schools used the name of 「school education plan of this school」. ② The system of school education plan consisted of min. 7 areas to max. 10 areas. ③ The nature of school catalog was the reduction or appendix of school education plan. Third, regarding the actual state of students disabilities, ① the number of students to a teacher was 3.64: there was mean 155 students and mean 43 teachers in one physical disabilities school. ② For the number of students by disability, the highest percentage was found in brain lesion disability(82.9%). Finally, regarding the assesment of school administration, ① 9 of a total of 10 physical disability schools suggested the area of school administration assessment, while one school had no such area in「school education plan」or school catalog. ② Assessment items ranged from min. 37 to max. 142. 「School education plan」becomes the standard for daily educational activity or the specific basis to perform educational activity and has the functions to propose, structure, and assess the direction of education activity. Therefore this study intended to analyze the actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school. The analysis subjects of this study were「school education plan」of 10 physical disabilities schools meeting the following conditions. The requirements of subject school were 1) physical disabilities school defined as physical disabilities, 2) to teach children with brain lesion, 3) to be selected equally all over the country not to incline toward a specific region, and 4) to accede to a request of「school education plan」. The results of actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school are summarized as follows. First, regarding school education goals, ① the position of school education goals was established in the form of specific goal in the subarea of education goals. ② School education goals were mainly expressed as a one-line simple sentence, whereas specific goals was done as a clause-type simple sentence.