지적장애 특수학교 미술 비전공 중등 특수교사의 미술 수업 경험과 의미

Abstract

The purpose of this study is to explore the experiences and special educational meanings of art classes experienced by secondary special education teachers who did not art major in special schools for students with intellectual disabilities. For this purpose, the researcher selected 10 secondary special education teachers working at special schools for students with intellectual disabilities in Seoul and Chung-nam as research participants, and analyzed the data collected through individual interviews according to a comprehensive analysis procedure. The results of the study consisted of three upper categories, eight subcategories, and 32 semantic units. The first upper category is 'old facts about subject teacher allocation', and the lower categories are 'the reality of art subject allocation' and 'the other side of consideration'. The second upper category is 'Art class notes of secondary special education teachers', and the lower categories are 'class goals we want', 'art subject expertise that cannot be exceeded', and 'less difficult class environment'. The third upper category is "reflection and wishful thinking for good art classes," while the lower categories are "reflection on art classes," "improving the basic framework of teaching and learning," and "change in the field of special schools.". According to the results of these studies, first, the assignment of subjects considering the subjects marked by secondary school special teachers, second, the provision of active interest and support to secure subject expertise of secondary school special teachers in charge of art classes, and third, improvement measures such as improving the environment of the art room, developing art guides, developing learning materials for art subjects, and developing a platform for special art were proposed, and suggestions were made for follow-up research.