Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: Awareness, Current

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1 Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: Awareness, Current Status and Support Request of Special Education Teachers on Curriculum Reconstruction and Performance Assessment of Students Purpose: The purpose of this study was to investigate awareness, current status and support request of special education teachers on curriculum reconstruction and performance assessment of student. Method: Participants were 540 special education teachers. They were 378 females and 162 males. 334 teachers of them worked in special school and 206 teachers worked in special day classroom. Results: First, most of teachers recognized the need of curriculum reconstruction. Teachers who had career more than 15 years had highest interest. Secondary school teachers and special school teachers had higher recognition about curriculum reconstruction than elementary school teachers and special day classroom teachers. Relation to current curriculum reconstruction status, teachers who had career more than 15 years did it more than other teachers. Special school teachers did it more than special day classroom teachers. Second, most of teachers recognized the need of performance assessment of students. Teachers had career less than ten years recognized highest necessity. Most of teachers used narrative recording for performance assessment. Third, as support request on school and education district, teachers required reference development and improvement of school environment based on instruction. Conclusion: This results will provide information on the development of field training program and reference for special education curriculum reconstruction and performance assessment of student with disabilities. Key words : special education teacher, curriculum reconstruction, performance assessment Corresponding Author: Han, Kyung-Im. Changwon National University, Dept. of Special Education, Chagnwondaehak-ro 20, Euchang-gu, Changwon, Korea,

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7 1) 교육과정재구성에대한특수교사의인식 (1) < -1> (F=4.277, p<.01), (p<.05), 15 10, , (t=-2.476, p<.05). (t=2.544, p<.05). n M SD t F Scheffé 5 a b d>b c d>c p<.05, p< d (2) < -2> (28.9%),,,,.

8 ( ) (%) < -3>,, (3) < -4> (40.6%),

9 ,,,,,. ( ) (%),,, ) 특수교육교육과정재구성에대한실태 (1) < -5> (M=3.89), 5-10 (M=3.63), (M=3.60), 5 (M=3.50), (F=4.961, p<.01). (p<.05), 15 5., (t=2.586, p<.05).. n M SD t F Scheffé 5 a b c d>a p<.05, p< d

10 (2) < -6> (32.4%),,,,,. ( ) (%) , (3) < -7> (44.2%),,,,. ( ) (%)

11 (4) < -8> (27.1%),,,,,,. ( ) (%) , (5) < -9> (43.9%),,, --,. ( ) (%)

12 (6) < -10> (26.9%),,,,. ( ) (%) ) 학생수행평가에대한특수교사의인식 (1) < -11> (M=4.37), 5 (M=4.33), 15 (M=4.19), 15 (M=4.13), (F=3.540, p<.05). (p<.05),

13 n M SD t F Scheffé 5 a b c b>d p< d (2) < -12> (32.5%),,,,. ( ) (%) , (3) <-13>.

14 χ² 5 4(2.6) 20(12.8) 22(14.1) 60(38.5) 8(5.1) 20(12.8) 22(14.1) 156(100.0) (2.4) 30(17.9) 10(6.0) 72(42.9) 6(3.6) 32(19.0) 14(8.3) 168(100.0) (2.1) 22(23.4) 10(10.6) 32(34.0) 8(8.5) 18(19.1) 2(2.1) 94(100.0) 15 8(6.6) 20(16.4) 2(1.6) 58(47.5) 4(3.3) 10(8.2) 20(16.4) 122(100.0) 4(2.0) 28(14.3) 18(9.2) 78(39.8) 12(6.1) 32(16.3) 24(12.2) 196(100.0) 14(4.1) 64(18.6) 26(7.6) 144(41.9) 14(4.1) 48(14.0) 34(9.9) 344(100.0) (3.6) 52(15.6) 38(11.4) 136(40.7) 16(4.8) 50(15.0) 30(9.0) 334(100.0) (2.9) 40(19.4) 6(2.9) 86(41.7) 10(4.9) 30(14.6) 28(13.6) 206(100.0) 18(3.3) 92(17.0) 44(8.1) 222(41.1) 26(4.8) 80(14.8) 58(10.7) 540(100.0) p<.05, p< < -13> (41.1%),,,,,,. 5,,, 10,,,, 15,,, 15,, (χ²=50.27, p<.001).,,, (χ²=15.06, p<.05). (4) < -14> (33.3%),,,,,.

15 ( ) (%) ) 특수교사의학생수행평가실태 (1) < -15>,,,,,,. χ² 5 2(1.3) 56(35.9) 50(32.1) 28(17.9) 6(3.8) 6(3.8) 8(5.1) 156(100.0) (3.6) 56(33.3) 50(29.8) 34(20.2) 2(1.2) 12(7.1) 8(4.8) 168(100.0) (4.3) 38(40.4) 32(34.0) 18(19.1) 0(0.0) 2(2.1) 0(0.0) 94(100.0) 15 0(0.0) 26(21.3) 42(34.4) 20(16.4) 6(4.9) 14(11.5) 14(11.5) 122(100.0) 4(2.0) 56(28.6) 78(39.8) 30(15.3) 6(3.1) 10(5.1) 12(6.1) 196(100.0) 8(2.3) 120(34.9) 96(27.9) 70(20.3) 8(2.3) 24(7.0) 18(5.2) 344(100.0) (1.2) 94(28.1) 110(32.9) 76(22.8) 8(2.4) 20(6.0) 22(6.6) 334(100.0) (3.9) 82(39.8) 64(31.1) 24(11.7) 6(2.9) 14(6.8) 8(3.9) 206(100.0) 12(2.2) 176(32.6) 174(32.2) 100(18.5) 14(2.6) 34(6.3) 30(5.6) 540(100.0) p<.01, p< < -15> 5,,,, 10,,, 15,,, 15,,, (χ²=44.59, p<.001)

16 .,,,,,,, (χ²=20.01, p<.001).. (2) < -16> (35.2%),,,,,. ( ) (%) , (3) < -17> (37.4%), (31.5%),,,,,. ( ) (%) ,

17 1) 특수교육교육과정재구성과학생수행평가를위한교육청차원의지원요구 < -18> (20.1%),,,,,,,,,. ( ) (%) , ,, , ) 특수교육교육과정재구성과학생수행평가를위한학교차원의지원요구 < -19>. ( ) (%) ,

18 < -19> (30.0%),,,,,. 3) 특수교육교육과정재구성과학생수행평가를위한교사차원의실천요구 < -20>,, (19.4%),,,,,,. ( ) (%) ,, ,, , ,, 15. (,,,, 2016) 20

19 , (2005) , (,,, 2016) ,. ( ) ( ) (,, 2015) ,., (,,,, 2016),.,, (2016),.,.

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24 , (2015),. (4), (2014).. (3), (2017). : ( ).,, (2017),. (2), , (2004). - :. (2), , (2019).. (1), , (2015).. (1), (2018)...,, (2017),,. (3), ,, (2013).. (2), ,,,,, (2019). :. Johnson, E. S. (2000). The effecs of accommodations on performance assessments. Remedial and Special Education, 21(5), Salend, S. J., & Duhaney, L. M. G. (2002). Grading students in inclusive settings. Teaching Exceptional Children, 34(3), Soodak, l. C. (2000). Performance assessments and students with learning problems: promising practice or reform rhetoric? Reading & Writing Quarterly, 16, : / : / :

25 :. : , , 206., ANOVA Chi-square. :,, 15,. 15., ,,,,,. :.

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