대도시 전문계 고등학교 특수학급 운영 실태 조사

Abstract

This study investigated the surrent status related with the operation of special class of technical hegh schools in metropolises which practice inclusion education. Among 73 teachers in 73 classes of 40 technical hegh schools in metrolises, 64 responded to this survey. And this study researched general present state, the current status of economical and administrative support, the curriculum in the special classes, the present status of career counselling and the current state of operation of inclusion education in school as the sub-areas related to the curriculum of the special classes. First, as a result of analyzing and analysing the currculum associated with operating the special classes, the number og special teachers and the rate of possessing the license increased, though the extra responsibility of teachers was decreasing, the disabled students' daily task spent in the special classes still charged more than half. Second, as a result of analyzing the actual conditions of administrative and financial support, it seems that the school admonistrators' basic comprehension about special education should be better and the number of special children per a class isn't still appropriate with the law of special education of the disabled. The result of analyzing the present state of curriculum of special classes shows that it is unsatisfactory in some parts such as making time-table of special class, organzation and operation of curriculcum, individualizilng education, evaluation of academic achievemnt of special students, etc. In part of education of coarse/career guidance in special class, especially the lack of chance of field education and prodessional teachers and impossibleness of the curriculum of career coarse turned out to be the biggest problem. Cooperation between special teachers andgeneral teachers was mostly executed irregularly and the contents were mainly the coopreation related to the coaching school behaviors and correxting mal-adaotation behavioes according to the result of analyzing the current status of operating the inclusion education.