학령기부터 성인기에 이르기까지 장애인 문화예술교육 운영 실태와 방법 및 요구

Abstract

The objective of this study lies in identifying operation statues and ways to run culture and art ed ucational programs for people with disabilities spanning teenage students to adults, factors hindering the implementation of programs, and support requests. For this research, this study analyzed survey response sheets collected from 48 teachers in special schools or classes and 92 workers handling cul ture and art education at welfare centers for people with disabilities. Key findings found in this study are shown as follows. First, it was markedly seen that culture and arts education programs run by spe cial schools or classes were more heavily focused on music and arts programs in comparison with those provided by welfare centers for people with disabilities. Second, both groups of participants de signed their own programs based on investigations requested by users, invited learners by informing programs to center users, hired instructors based on professional capabilities of operating programs, and used evaluation results as internal reporting data. One difference is that teachers launched pro grams with an aim to carry out management guidances issued by centers, while welfare center workers ran programs as center users made requests. Another difference is that teachers attracted participants in consideration of degree of type of disability students have, while workers selected participants ac cording to learner’s will to join and desire. The difference was noted according to categories. Third, both groups are experiencing challenges in operating culture and art educational programs due to lack of assistance for hiring instructore or running programs. In this respect, they strongly demanded fund ing support for educational programs, providing information on culture and art instructore, offering training sessions for helping instructors to understand and know disabilities, funding support to help learners to make available programs, and make programs widely known to non-participating learners.