중도중복장애 학생을 위한 교과교육의 방향 및 과제
The Educational Directions and Tasks for Curriculum Implementation for Students with Severe and Multiple Disabilities
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본 연구에서는 중도.중복장애 학생을 위한 교육과정 운영과 관련하여 우선 2011 특수교육 교육과 정의 편성, 운영방안에 대한 비판적 고찰을 시작으로 현행 교과 교육과정 운영의 주요쟁점을 규 정하였다. 나아가 중도중복장애에 대한 이해 지평 확대를 통해 중도중복장애 교육개념을 점검하 고, 국내 교과 교육과정을 효율적으로 편성, 운영하기 위한 방안을 논의하였다. 나아가 이러한 쟁 점에 대해 국외의 중도중복장애 교육과정 편성 및 운영 방안 사례를 논의하고, 문해교육 및 다감 각적 스토리텔링(MSST)를 구체적인 교수학습방안으로 제안하였다.
Abstract
Recently, several policies in special education for student with severe and multiple disabilities(SMD) are being implemented to facilitate students’ participation in subject learning. However, there still exist critiques and disagreements towards this policy in special education community. This various discourse regarding to this policy is constructive, but the perspectives toward these most discourses are lean to functionalism of curricular implementation, not educational backgrounds even if students with SMD are students themselves. Therefore, the purpose of this paper is to suggest directions and tasks for the organization and implementation of special educational curriculum for students with SMD in the 2011 National Curriculum. To achieve this aim, First, this study explore the phenomena of SMD and the educational needs of student with SMD. Second, it criticise the educational aims and curricular implementation of special education in the 2011 National Curriculum. Based on the critical exploration, this study suggested some tasks to effectively organize and implement special curriculum. It is necessary to focus concretely educational goal in real students level, to select emphasis of subject lesson-activities according to students group, to expand support system to uplift teacher competency for organization and implementation of subject lesson-activities.
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