충남지역 특수학교 교사의 원격수업 운영 경험과 그 의미

Abstract

The purpose of this study was to understand special education teachers experience on distance education in special school. The participants of study were 8 special education teachers in Chung-nam province, South Korea. The data collection for the research was based on semi-structured Interviewing and analyzed with comprehensive analysis steps based on principle of practical compromise. The result of qualitative data analysis were listed as follows: Titles such as (1) Preparation of distance class (2) practice of distance class (3) Individualized Education Plan (4) Meaning of distance class in special education. The result of this study were as follows: First, preparations for distance classes were made through smartphone and Naver Band to secure class contents and check students' preparation for distance classes through home visits. In this part, digital literacy was very important to practice it. Second, the practice of the distance class was conducted mainly by content provision, and the form of the class, interaction with students, and effectiveness of the distance were considered. In This part, parents served as support for classes, school work cooperation, and student life guidance. Third, in individualization education, new considerations for individualization have emerged in the context of distance classes. The distance class of special schools were basically an alternative to face-to-face classes, and they revealed many negative aspects, but they also discovered new possibilities in field practice. In case of a possible recurrence of distance classes in the future, special schools need to seek and prepare for the restructuring of schools for the operation and support of curricula centered on distance classes.