통합교육장면에서 초등학교 사회교과의 교수적 수정 및 적용방법
Social Subject Adaptation and Case of Access to the General Curriculum for Students with Disabilities in Inclusive Class
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초록
본 연구는 장애아동과 일반아동이 통합된 장면에서 적용가능한 초등학교 사회교과의 교수적 수정 및 적용방안을 알아보기 위해 실시되었다. 연구방법은 문헌 고찰과 현장교사의 참여관찰을 중심으로 하였으며, 문헌고찰을 통해 통합교육장면에서 적용 가능한 교수적 수정 및 적용방법에 대한 이론적 탐색을 실시하였으며 또한 통합학급 담당교사와 특수학급 담당교사의 협력을 통해 실제 수업장면에서 적용 가능한 교수적 수정 사례를 알아보았다. 이와 같은 절차와 방법을 통하여 먼저, 통합학급에서 초등학교 사회교과를 지도할 경우 적용 가능한 교수적 수정방안 즉 교수환경, 교수집단, 교수방법 및 평가방법의 수정 방안을 탐색하였으며, 다음으로 초등학교 5학년 사회교과의 한 단원을 선정하여 실제 통합교육현장에서 적용 가능한 교수적 수정 사례를 제시하였다. 이러한 연구는 통합교육장면에서 장애아동을 지도하는 통합학급 담당 교사 및 특수학급 담당교사가 교수적 수정을 하는데 있어 기초 자료로 활용 될 수 있을 것이다.
Abstract
The purpose of this study was to examine the method of instructional adaptation in elementary inclusive class, and to suggest a feasible instructional adaptation case appropriate for elementary social studies. Literature review were implemented to serve the purpose. Literature of instructional adaptation was analyzed to explore instructional adaptation methods applicable to inclusive education was conducted to find out the reality of instructional adaptation in elementary inclusive class. Also, an actual instructional adaptation case was presented. The major findings of the study were as follows：First, the adaptation of instructional environments, instructors, teaching methods, teaching content and evaluation methods was required to boost disabled children's participation in inclusive class. Second, an instructional adaptation method suitable for elementary fifth-grade social studies and an actual case were presented after reviewing relevant literature and asking teachers to take part in the study. The findings of the study are expected to provide useful information for teachers in charge of inclusive classes to teach disabled children social studies.
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