초등특수교육과 교육과정에 대한 인식 비교

The Study on Elementary Special School Teachers' and University Students' Attitudes toward Curriculum of Elementary Special Education

초등특수교육과 교육과정은 초등특수교사의 수행능력을 보장하기 위한 기술과 지식의 내용으로 이해된다. 대구․경북에 소재한 특수학교 교사 141명과 D대학교 초등특수교육과에 재학하고 있는 4학년 학생 52명을 대상으로 설문조사하였다. D대학교 초등특수교육학과 교육과정의 구성, 교과목의 다양성 그리고 강의 교과목과 강의 내용의 관련성에 대하여는 현장교사와 대학생 모두 부정적 인식을 보였다. 개설 교과목별 필요성 인식에 있어 필요성 인식이 높은 과목은 현장실습, 정서 및 행동장애아 교육, 그리고 행동 수정 등의 교과목인 것으로 나타났고, 필요성이 낮은 것으로 인식된 교과목은 특수교육을 위한 응용수학, 청각학, 특수교육응용 e-러닝 컨텐츠 개발 등의 과목이 포함되었다. 그리고 교육과정 개정 방향에 대한 의견 수렴 결과에 따르면 현장 중심, 실제 경험 중심, 그리고 진단 검사 도구에 대하여 전문성을 살릴 수 있는 강의가 개설되기를 희망하였다. 따라서 D대학교 초등특수교육과 교육과정의 재편성에 대한 요구도는 매우 높음을 알 수 있다.

Curriculum is a core in education. Department of elementary special education has a curriculum for pre-elementary special school teacher. Depends on the quantity and quality of the curriculum the pre-elementary special school teacher will be excellent elementary special school teacher to get competencies. Therefore the curriculum is a course, and the competencies to teach students with disabilities who are in the level of elementary school. The purpose of this study was to investigate the attitudes toward curriculum with department of the elementary special education for elementary special school teachers and university junior students who are studying at the department of elementary special education. One questionnaire with twenty one questions which is divided into four characteristics such as structure, effectiveness, diversity, and adequateness of the curriculum was developed for this study. One hundred and forty one teachers and fifty two students were participated for this study. T-test and one-way ANOVA were utilized for this study. The results of this study were that: (a) the teachers and students indicated negative attitudes toward structure, diversity, and adequateness of the curriculum, however, positive attitudes toward effectiveness of the curriculum; (b) the teachers and students need the practicum and curriculums related with emotional disturbed and behavior management, however, they do not need the curriculums such as mathematics for special education, audiology, and e-learning contents development; and (c) they want to open the curriculums which are related with the field of special school and diagnostic and assessment. Therefore this study concluded that the teachers and students perceived that the curriculums are not suitable to ensure the zeitgeist in the field of special education.