일반고등학교와 특성화고등학교의 특수학급 진로교육 운영 실태에 대한 특수교사의 인식

Perception of Special Education Teachers on the Operation and Improvement of High School Resource Room

이 연구는 일반고등학교와 특성화고등학교 유형에 따른 고등학교 특수학급 진로교육 운영 특성과 개선방안에 대한 특수학급 교사들의 인식을 알아보고자 특수교사 7명을 대상으로 반구조화된 질문지를 활용하여 실시되었다. 연구 결과, 3개의 상위범주, 12개의 하위범주, 24개의 의미단위가 도출되었으며, 다음과 같은 결론을 도출할 수 있었다. 첫째, 특수교사는 특성화고등학교는 진로에 대한 교육적 지원이 잘 되어 있는 반면 일반고등학교는 진로선택에 대한 정보제공이나 제도적 정착이 제대로 이루어지지 않고 있다고 인식하였다. 둘째, 특수교사는 학교 유형에 따라 고등학교 진로교육에 차이가 있었고, 진로선택에도 영향을 미친다고 생각하였다. 따라서 고등학교 입학 전 학부모를 대상으로 한 진로교육활동이 필요하다고 생각하였다. 셋째, 특수교사는 특수교육대상학생의 진로활동 및 선택을 위해 진로활동에 특화되어 있는 전문 인력 배치가 필요하며, 특수학급 인원과 목적을 구분하지 않는 일괄적으로 예산을 편성할 필요가 있다고 인식하였다. 넷째, 특수교사는 고등학교와 산업체와의 산학협력을 통해 특수교육대상학생의 일자리를 확보할 필요가 있다고 인식하였다.

This research involved in-depth, unstructured interviewing with 7 teachers including three teachers who worked before in general high school, three teachers who worked in specialized high school and one teacher who worked in both high schools in order to find out actual condition of special-education students and improvement plans in general high school with special classes and specialized high school in Gangwon-do Province. It was found that specially educated students who entered in general high school showed a tendency to prepare to enter university and received education in order to raise SAT scores and school records through school curriculum, but students with sensory impairment among them could comprehend curriculum and manage their scores so that they were accepted by the university of their dream and specialized in major they wanted, while students with developmental disability had difficulties to enter university through regular education course since special education teachers didn’t know systematic information concerning the college admission system as well. In addition, although general high school already set up guidelines on field placement system, it went beyond the curriculum in general high school and was not in operation due to the school regulation, persuasion of administrator and negative awareness of special education teachers. In order to resolve these problems, it is required to provide information on career education by type of high school through education for school parents, to connect employment companies for specially educated students through cooperation between firms and schools for strengthening career education in high school with special classes and to employ additional manpower in order to mange and assign special-education students more professionally. Furthermore, it is necessary to come up with an effective, flexible budget plan in order that specially educated students who require lots of experience could receive efficient career education.