특수교육 기본교육과정의 편성ㆍ운영지침에 대한 학교 현장 적합성 연구

Abstract

The purpose of this study is to explore the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum applied by special schools. For this, the contents proposed in organization, operating points and common factors of the basic curriculum were composed into 55 questions in 4 domains of subjects, creative experiential activities, extracurricular activities and curriculum quality management and distributed to 89 special schools nationwide to study their importance and practice. The survey result was processed through mean, standard deviation, and test for difference in means per domain and question. Major result and conclusion obtained through discussion are as follows : First, with regard to the organization and operating guideline of curriculum proposed by basic curriculum, the significance and practice of subjects, creative experiential activities, extracurricular activities and curriculum quality management were all highly perceived. However, the difference in perception of significance and practice were extremely high, rendering the adequacy extremely low. To solve this, it is important to more clearly establish the identity of basic curriculum. For special schools applying basic curriculum, due to the overlapping phenomenon of students with disabilities, it is important to make efforts to review revision of the curricular correlation to regular schools and revise in various ways, i.e. change the identity of subjects to curriculum activities; or strengthen the correlation between subjects and creative experiential activities; or develop and distribute extracurricular activities. Also, in order to improve the adequacy of special education basic curriculum in special schools, it is important to exert efforts to gradually change the direction of development of curriculum from the top-down to bottom-up method. Second, the efforts to improve the adequacy of organization and operating guideline of curriculum proposed by special education basic curriculum must solve the identity problem along with the problem which comes with trusting the authority to determine the curriculum in special schools, i.e. the expertise autonomy of schools with respect to organizing and operating the curriculum, problems in converting and applying simplified basic curriculum to special schools, problems in supporting organizing and operating curriculum, teaching and learning, and evaluation, and problems pertaining to activating school curriculum and self-evaluation. Third, the contents with high adequacy in special schools with respect to organizing and operating special education basic curriculum, i.e. limiting number of subjects per semester, varying number of lectures within 20% range per subject, opportunity education on current social issues, after school programs and summer or winter programs, everyday English, utilization of info-communication, use of leisure time, rehabilitation, health education, and school sports club activities as well as creative experiential activities must strengthen their correlation with state-level and school-level curricula must be continuously supported to maintain and expand their adequacy.