중학교 통합교육 환경에서 특수교육대상학생이 경험한 학교생활과 의미

The School Life and Meanings of Middle School Students with Special Needs in the Inclusive Education Environment

이 연구의 목적은 통합학급, 특수학급, 또래관계를 중심으로 통합교육을 받는 중학교 특수교육대상학생의 학교생활을 알아보는 데 있다. 연구 참여자는 5명의 중학교 2학년 특수교육대상학생이며, 포토보이스를 활용하여 4개월간 포토보이스 프로그램을 11회기 실행하였다. 수집된 질적 자료는 Wang과 Burris의 포토보이스 분석 3단계에 따라 분석하였으며, ‘반(半)반(半)한 학교생활’, ‘외로운 나의 학교생활’, ‘내 친구가 있어서 즐거운 순간’, ‘미래에는 이랬으면’의 4개의 상위범주와 11개의 하위범주, 40개의 의미단위로 구성하였다. 연구 결과는 다음과 같다. 중학교 특수교육대상학생은 학교생활 중 학업 수행에 있어서 어려움과 즐거움을 함께 보였으며, 통합학급 내에서 또래 관계를 형성하고 사회적 상호작용을 하는 것에 어려움이 있으나 또래와의 긍정적인 사회적 상호작용을 통해 친밀감을 경험하고 있었다. 또한, 중학교 특수교육대상학생은 학교생활을 할 때 또래와 교사에게 바라는 점이 있으며 꿈꾸는 성인기의 모습이 있었다. 연구 결과를 바탕으로 중학교 통합교육 운영 방향성에 대하여 논의하였다.

The purpose of this study is to explore the school life of middle school students with special needs, focusing on general classes, special classes, and peer relationships, using the photovoice research method. Based on this, the study aims to examine the educational needs and supports needed by students with special educational need in middle school. To achieve this, five students from a special education class in the second year of middle school were selected as the research subjects. They participated in the photovoice study for four months from March to June 2023. Participants took part in orientation once, nine interviews on the topics of general education, special education, and peer relationships, photovoice exhibition once. Eleven individual and group interviews were conducted over a period of about four months, and the collected qualitative data were analyzed according to Wang & Burris’s the three steps of photovoice analysis. The analyzed data were categorized into four major categories, 11 sub categories, and 40 semantic units: “Half-hearted school life”, “My lonely day at school”, “Moments when I'm happy to have a friend”, and “the future I dream of”. The names of each category are based on the words, sentences, or parts of sentences expressed by the research participants themselves. The research process yielded the following findings: First, students with special educational need in middle school were experiencing both difficulties and pleasures in their academic performance during school. Second, students with special educational need in middle school had difficulty forming peer relationships and social interactions in the general classroom. Third, students with special educational need in middle school were experiencing intimacy through positive social interactions at school. Fourth, students with special educational need in middle school had expectations for those around them in school and dreams of what they wanted to be in adulthood.