초등학교 통합학급의 과학과 교육과정 조정에 관한 질적 연구

Abstract

The present study aims at analyzing understanding of the actual condition of curriculum adaptation of the science subject for disabled students in integrated class in the aspect of its execution, and secondly, examining factors which have an effect on the curriculum adaptation of the science subject, and thirdly, examining problems which appear in the course of the curriculum adaptation of the science subject by analyzing the actual condition, awareness and factors in the curriculum adaptation and seeking for improvement measurements. Based on findings of this study, proposed conclusions are as follows. First, integrated class’ science class is conducted according to the basic curriculum for all Koreans. Various reference materialsare used in parts to enable the students to adapt to the curriculum. However, science class was neglected as the focus was on the Korean language and math centered curriculum. As for the class teaching method, class with small number of students, cooperative learning and peer teaching method were applied for the most part, and classes are held in a way that the teachers’ guidebook and related data are referred to. It is possibleto know that the detailed alternatives on the number of students, class environment, class teaching materials and so forth should be preceded when it comes to the teaching environment at the integrated class. Second, integrated class’ science class expects increased ability to adapt to every day life and to learn social adaption technique through extensive interaction. As for the effective method for science class, classes that use actual object are preferred. Due to the nature of the science classes, experiments are supposed to be carried out in classes. In case of integrated class teachers, they are emphasizing experiments as well. There are considerable difficulties during the preparing actual science class. Moreover, it is not easy to be considerate of the disabled students. This may be considered a factor that the teachers lack interest in the adaption of science and curriculum. It is possibleto see that the development of standardized programs and training programs for teachers that are more readily approachable is required even more. Third, student and teacher factors among the student, curriculum, teacher and environment factors exert most influence when it comes to the science and curriculum adaptation factors. In case of teacher factor, it is considered as a very important factor that influences all the curriculum adaptation processes. Fourth, student factor deals mostly with the behaviors that are considered problematic in the disabled children and emotional correction because these can easily approach what appears in the class activities often. As for the curriculum factor, complexity level and amount of learning are adjusted, centered on the target level of adaptation. In the teacher factor, method and evaluation method that are different from those used for ordinary children are applied, and application takes place by preferring the form of cooperative learning. In the teacher factor, teachers said that that they are proud of the special training as experts, but they are not offered diverse training programs for experts. Factoring in the environment factor is strivingto form an ambience in the class for understanding and cooperating with the disabled children. The general perception is that it is necessary to adjust the number of students in integrated class so ensure that the integrated class is effective. Teachers said that considerations at the school level are more necessary although actual support in the physical environment is also important. Fifth, teachers prefer mostly adaptation method for groups of teachers and students in the integrated class science and curriculum adaptation method. In the teaching environment, classmates who understand and accept disabled studentsare assigned to manage disabled students by leveraging pairing up method. As for the teaching method, a method that modifies assignments so that they are more detailed or made easier is used for the most part. Moreover, contents for teaching are simplified while evaluation methodentails mostly observation and recording. Likewise, at least two methods are used at once. Teachers found teaching method (teaching activity, teaching strategy, teaching material etc.) and adaptation of teaching objectives and contents challenging when conducting science class. For the method based on grouping, focus was more on the helpers, 1:1 teaching and cooperative learning. As for the target of evaluation, there is no opinion that the special class teachers and teachers of integrated class must conductevaluation together. However, in actuality, it is possible to see that this type of evaluation takes place with detailed discussion. Teachers of integrated class and special class teachers should decide on the evaluation contents and method by discussing these issues starting from theonset of a semester, but this is still lacking because of the mismanagement of the IEP committee, which is an association for teachers. Thus, it is necessary to develop operation measures that suit the realities faced by the schools. Moreover, to manage integrated class science and curriculum effectively, it is necessary to conduct structured analyses of the student factor, teacher factor, curriculum factor and environment factor in order to develop manual by the type of disability to satisfy the integrated class teachers’ need for diverse teaching methods. Manual should be structured in a way that it focuses on the basic activities of the actual teachers in the field, and should include various variables that can be manifested amidst the situation of curriculum adaptation so that the process of curriculum adaptation can be structured. In addition, it is necessary to develop evaluation program that can increase the level of understanding based on the interaction among the teachers of integrated classes, special education teachers, and parents. Moreover, basic contents on the curriculum adaptation and evaluation should be developed to make into portfolio by ensuring that the teachers can cooperate effectively when it comes to the IEP drafting and use.