『2008년 개정 특수학교 교육과정』에 의한 치료지원활동의 실태 분석

Abstract

This study was conducted in order to survey the current state of therapeutic support activities in the field and to make plans to improve therapeutic support activities. For the purpose, we sampled special schools for students with visual impairment, hearing impairment, physical disability, mental disorder and affective disorder, 6 schools for each, and conducted a questionnaire survey. In the results of analyzing the operation and needs of special schools centering on factors related to the curriculum, most of the schools were executing therapeutic support activities two hours a week. In the results of surveying the schools’needs, many schools wanted that therapeutic support activities would be included in the curriculum, and their preferred activities were communication training, physical function training, life adaptation training, and psychological behavior adaptation training. With regard to the qualification of persons in charge of therapeutic support activities, they thought that therapist teachers with subspecialty are most qualified. This study analyzed the current state and needs of therapeutic support activities, and the results had implications as follows. First, in revising the special school curriculum in the future, we need to discuss how to include therapeutic support activities in the curriculum, and methodological approaches are considered more desirable than content approaches. Second, as to the allocation of hours to therapeutic support activities, it will be more desirable to utilize optional activities, after‐school hours, or the classes of relevant subjects rather than allocating a fixed number of class hours as one of ordinary school curriculums. Third, the school therapeutic support activity model shared roles with community institutes so that schools perform basic therapeutic support activities and special institutes execute advanced treatment. Fourth, for persons in charge of therapeutic support activities, it is necessary to educate therapist teachers with subspecialty and to establish a national school therapist system.