국가(주) 수준 교육과정과 학교 수준 교육과정 국제비교 연구: 특수교육 요구 반영 방안(시각장애학교 사례)을 중심으로

Abstract

This study conducted a comparative analysis on a nation (or state) -level curriculum and a school-level curriculum focusing on the example of schools for visual impairment in various countries including Korea, and has its purpose of providing implications for organization and improvement in special education curriculum in Korea. For the purpose of this, this study reviewed the relationship of nation(state)-level curricula with school-level curricula in each country, the courses and the organization of academic activities. The subjects of this study are the nation (state)-level curricula in 5 countries such as Korea, the U.S, the U.K, Japan and Australia and the curricula of five schools for visual impairment selected by the relevant country and state. Such analysis has been conducted focusing on a plan that can reflect the needs on special education according to the properties of impairment in organizing nation-level curricula and school-level curricula. The results of study are as follows: firstly, the reflection of the needs for special education according to the properties of impairment in each country over the world has significant implication to the current curricula for special education in Korea which have no structure that can realize the needs for special education according to the properties of impairment, regardless of the type, when compared to Japan case where the activities or courses necessary for students requiring special education are organized in its nation(state)-level curricula or the U.S, the U.K and Australia’s cases where the nation(state) -level curricula are organized for securing the schools’ discretion of operation; secondly, the additional curricula of special education must be designed to reflect the needs for special education according to the properties of impairment; thirdly, it is recommended that the organization and operation of such additional curricula according to the properties of impairment can be operated through ‘creative experience activities’ under the current educational course, rather than the establishment of new course or organization.