발달장애 특수학교 고교학점제에 참여한 특수교사, 학부모 및 학생의 인식 비교 분석

A Comparative Analysis of the Perceptions of Special Education Teachers, Parents, and Students who Participated in the High School Credit System for Special Schools With Developmental Disabilities

이 연구는 발달장애 특수학교 고교학점제에 참여한 학교 구성원의 인식을 비교 분석하여 특수학교 고교학점제의 적용에 대한 시사점을 제공하는 데 목적이 있다. 이를 위해 발달장애 특수학교 고교학점제 모델 운영교에 참여한 특수교사 8명, 학부모 3명, 학생 4명, 총 15명을 대상으로 초점 집단 면담(FGI), 집단 면담, 개별 면담을 실시하였다. 면담 내용을 지속적 비교 분석법으로 분석한 결과 4개의 대주제, 9개의 하위 주제를 도출하였다. 주요 결과로 첫째, 발달장애 특수학교에서 고교학점제를 적용하는데 특수교사, 학부모, 학생은 긍정적인 기대감을 보였으나, 특수교육의 특수성을 고려하지 못한다는 점에서 우려를 보였다. 둘째, 발달장애 특수학교에서 고교학점제를 교육과정에 편성･운영하는 데 있어 기본 교육과정의 제한점을 확인하였다. 셋째, 고교학점제의 무학년제 운영 방식은 기대와 우려가 공존하였으며, 학생 안전, 이동 등이 지원되기를 요구하였다. 넷째, 특수학교 고교학점제 모델이 개발되고, 다양한 행･재정적 지원이 이루어지기를 기대하였다. 이러한 결과를 바탕으로 특수학교 고교학점제의 안착을 위한 시사점을 논의하였다.

The purpose of this study was to provide implications for the application of the high school credit system for special schools. This is achieved by comparatively analyzing the perceptions of school members who participated in the high school credit system for special schools with developmental disabilities. For this purpose, a focus group interview (FGI), group interview, and individual interview were conducted with a total of 15 people (eight special education teachers, three parents, and four students) who participated in a school operating a high school credit system model for a special school with developmental disabilities. As a result of analyzing the interviews with the continuous comparative analysis method, four major themes and nine sub-topics were derived. The main results are as follows. First, special teachers, parents, and students had positive expectations for the application of the high school credit system in special schools for developmental disabilities. However, they were concerned about the lack of consideration towards the specificity of special education. Second, there were limitations in the basic curriculum in organizing and implementing the high school credit system in the curriculum for special schools for developmental disabilities. Third, expectations and concerns found within the high school credit system’s non-grade management method—as well as students’ safety and movement—were requested to be supported. Fourth, it was expected that a high school credit system model for special schools would be developed and various administrative and financial supports would be provided. Based on these results, the implications for the settlement of the high school credit system for special schools were discussed.