중학교 특수교육대상학생에 대한 통합학급 교사의 배경변인에 따른 교과운영 인식

Abstract

The goals of this study were to examine the integrated class teachers' perception to the education, methods and evaluations of integrated subject for students with special needs and to provide the basic information for integrated subject teachers in the future. Structured questionnaires were distributed and the responses were analyzed by using SPSS 14.0. Implementation of subject operation, teaching methods and evaluations were analyzed by using . Then, in implementation of subject operation, frequency was employed for participating rate. The findings of this study are as follows. First, regarding the differences in perception of integrated subject teachers about subject operation, educational contents for normal students were used and operated for students with special needs in most cases. The teachers pointed out that the biggest difficulty in organizing and operating integrated education program was to develop appropriate education contents that meet the needs of students with special needs. Second, in terms of integrated subject teachers' perception about teaching methods concerning students with special needs, most general school teachers did not have individualized education program. One on one pairing was the most frequently used strategy for interaction with normal students. The excessive number of students in integrated class made it hard to teach and the most frequently utilized teaching and learning method for students with special needs was an interaction between learners.