정신지체학생의 기본 교육과정 국어과 운영 실태 및 특수교사의 인식

Abstract

The purpose of this study was to investigate the status of the language art in the basic curriculum for the students with intellectual disability, as well, to explore the level of the teachers’ recognition on the language art in the basic curriculum for the students with disability to offer essential resources to administrate the curriculum. To these ends, 105 special education teachers who were in charge of the subject in special school were asked to complete a questionnaire. Results were as follows. First, almost special education teachers were using the guidebook for teacher to understand the language art in the basic curriculum. Regarding to administrating the curriculum, they progressed the language art class according to the proposed minimal lesson time number. As the teaching contents, teachers were giving lecture focusing reading for the student with mild intellectual disability, speaking for the students with moderate intellectual disability, and listening for the students with severe intellectual disability. In terms of teaching-learning method, teachers usually used multimedia. Second, the level of recognition on the basic curriculum for the students with intellectual disability was positive. As well, there were statistically significant differences according to the grade in charge. Based on these results, it could be concluded that it was necessary to apply individually the grade-curriculum to students with intellectual disabilities who showed lower academic achievement level than that of peers.