중도 지체장애학생의 교육과정 개발을 위한 생태학적 목록의 영역화 및 우선순위
Ecological inventory territorialization and priority inventories to develop curricula for students with severe physical disabilities
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이 연구는 중도 지체장애학생의 교육과정 개발을 위해, 생태학적 목록을 영역화하고, 교수목표를 결정하기 위해 교육과정 참여자들을 대상으로 생태학적 목록의 우선순위를 분석하여 중도 지체장애학생의 교육과정 구성을 위한 생태학적 목록을 제시하는 데 그 목적을 두었다. 이 연구의 참여자는 지체장애학교 교육과정 구성과 관련이 깊은 네 그룹 즉, 지체장애학교 교사, 학부모, 지체장애 관련 기관 종사자 및 성인 지체장애인으로 총 403명을 목적표집 방법에 의해 선정하였다. 연구 도구는 「중도 지체장애학생의 교육과정 개발을 위한 생태학적 목록에 관한 조사지」로서, ① 여가/오락(14문항), ② 가사/가정(44문항), ③ 지역사회(21문항), ④ 직업(17문항)의 4개 영역 96개 문항으로 구성하였다. 자료처리는 SPSS(v.12.0 for Windows)와 AMOS(v.7.0) 프로그램을 사용하였다. 결과적으로 중도 지체장애학생의 교육과정 개발을 위한 생태학적 목록의 영역과 우선순위는 위생 영역(8개), 안전 영역(9개), 직업 영역(16개), 여가 영역(11개), 지역사회 영역( 20개), 가정/가사 영역(18개)으로 나타났다. 또한, 생태학적 목록의 전체 우선순위는 ‘대소변 처리하기’, ‘몸의 청결 유지하기’, ‘화장실 사용하기’, ‘아프거나 다쳤을 때 어른에게 알리기’, ‘양치하기’, ‘세수하기’, ‘안전 규칙 지키기’, ‘응급/비상 상황에 대처하기’, ‘옷 입기/벗기’, ‘성적인 학대 피하기/알리기’ 등의 순으로 위생 영역과 안전 영역의 생태학적 목록의 우선순위가 높은 것으로 나타났다. 이 결과에 비추어 본다면, 중도 지체장애학생을 위한 교육과정을 개발할 때 위생 영역과 안전 영역에 대해 우선적으로 고려하는 것이 바람직하다고 하겠다.
Abstract
In general, curricula for the subjects of special education can be divided into development models, academic skill approaches, and functional curricula. Although these curricula have been traditionally applied to students for special education, there have been many studies that indicated these curricula were not suitable to students with severe disabilities. In this respect, this study is intended to suggest ecological approaches as a way to substitute or complement these curricula. Ecological approaches are designed to have the students prepared so that they can live as independently as possible in diverse present and future environments in the communities where they live. To this end, the skills necessary for each of the students to live in his/her home, school, and community shall be first selected and taught to them in actual environments. The actions required to achieve this purpose have been established as follows: first, the ecological curricula areas for students with severe physical disabilities should be territorialized; second, the ecological inventories for students with severe physical disabilities shall be prioritized; third, the ecological inventory areas and priority inventories to develop curricula for students with severe physical disabilities should be presented. Participants in this study were 403 persons selected from teachers at schools for students with physical disabilities who have sound knowledge of the curricula for students with physical disabilities, parents, workers in organizations related with physical disabilities and adults with physical disabilities. The distribution of the participants by group was as follows; 110 teachers (27.3%), 110 parents (27.3%), 87 workers in organizations related with physical disabilities (21.6%), 96 adults with physical disabilities (23.8%). The tool used in this study was a questionnaire regarding the ecological inventory to develop curricula for students with severe physical disabilities consisting of 96 questions in four areas including leisure/entertainment (14 questions), housework/home (44 questions), community (21 questions), and occupation (17 questions). The questionnaires were distributed through e-mails, mail, and personal visits, and were collected in the same methods. The data obtained in this study were processed using the SPSS 12.0 for Windows and the AMOS 7.0 programs. The results of this study are summarized as follows focusing on the contents of the study. First, the ecological inventory areas to develop curricula for students with severe physical disabilities were indicated to be 18 inventories in the area of home/housework; 16 inventories in the area of occupation; 20 inventories in the area of community; 8 inventories in the area of hygiene; 11 inventories in the area of leisure; and 9 inventories in the area of safety. Second, the priority inventories to develop curricula for students with severe physical disabilities by ecological inventory area, within each of the areas and for all the areas were as follows. First, the priority inventories by ecological inventory are were indicated to be hygiene; safety; ; leisure; community; and home/housework in this order of precedence. Third, and in conclusion, the authors six ecological inventory areas to develop curricula for students with severe physical disabilities and also schematized and presented the priority inventories by ecological inventory area, within each of the areas and for all the areas thereby proposing a frame for developing curricula for students with severe physical disabilities.
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