고교학점제의 특수교육대상자 적용에 따른 중등 특수교사의 인식과 요구

Perceptions and Needs of Special Secondary Education Teachers on High School Credit System for Students with Special Needs: Focus on the Field of Integrated Education

이 연구는 고교학점제에 대한 중등 특수교사의 인식 및 요구를 조사하여 통합교육 현장에서 고교학점제 시행 시 특수교육대상자를 위한 운영방안을 탐색하고자 하였다. 이를 위해 중･고등학교 특수학급에 근무하는 특수교사 97명을 대상으로 설문조사를 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 고교학점제에 대한 이해 정도는 높은 수준이었지만, 인식 측면에서는 부정적이었다. 둘째, 특수교사는 특수교육대상자를 위한 교육과정과 선택교과(목)가 별도로 편성·운영될 필요가 있다고 하였다. 셋째, 특수교육대상자의 교과(목) 이수 기준은 과목 출석 일수만으로 평가하는 것이 적절하다고 인식하였다. 넷째, 고교학점제와 관련한 일들이 특수교사에게 전가되지 않도록 공동의 책임이 전제되어야 한다고 보았다. 마지막으로, 특수교육대상자를 위한 맞춤형 교육과정 운영을 위해 특수교사의 교육과정 이해 및 재구성 역량이 무엇보다 중요하다고 하였다. 이러한 연구 결과를 바탕으로 통합교육 장면에서 특수교육대상자를 위한 고교학점제가 안정적으로 시행될 수 있는 방안을 논의하였다.

This study was to examine the perception and needs of special secondary education teachers for high school credit system, and to consider the desirable direction and settlement plan for the implementation of the high school credit system with in the field of integrated education. For this purpose, a survey was conducted on 97 special education teachers that are working in special classes in both middle and high schools. The results of this study are as follows. First, the level of understanding of the high school credit system was high; however, the degree of perception was negative. Second, special education teachers recognized that it was necessary to both organize and operate a curriculum for students with special needs as well as establish a separate elective subject. Third, there were many opinions stating that it is desirable to evaluate the criteria for completing the subject on attendance days for students with special needs. Fourth, for the stable implementation of the high school credit system for students, it was recognized that the responsibility of all school members was important for reducing the burden on special education teachers. Finally, it was noted that necessary for special education teachers' ability to understand and reorganize the curriculum was necessary to implement the high school credit system. Based on the results of this study, the direction of the high school credit system’s stable implementation for students with special needs with in the integrated education field was discussed.