Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp.335-363 DOI: http://dx.doi.org/10.21024/pnuedi.26.3.201612.335 Awareness, Supports in Need, and Actual Situation on the Curriculum Reconstruction of Special Education Teachers Purpose: The study aimed to showed the basic data of suitable education for students with disabilities through awareness, supports in need, and actual situation analysis on the curriculum reconstruction of special education teachers. Method: For the current study, 380 special education teachers were selected in objects of the study. Results: The results of this study are as follows. First, the older and more experienced female elementary school teachers the better aware of necessity and effectiveness of curriculum reconstruction. Moreover interests, needs and learning abilities of students with disabilities should be considered when the curriculum is reconstructed. In addition, special education school teachers have difficulty reconstructing curriculum from the lack of time. Secondly, only one chapter was replaced with other alternative contents by the envolved teacher alone especially by Korean subject. However the problem is that teachers have no knowledge how to reconstruct and have no time. Conclusion: I suggest it is necessary that government-level assist should be systemized for official teacher training, the related data offer, and sharing case information sharing. Key words : curriculum reconstruction, actual situation, awareness, supports in need Corresponding Author: Kim, Hye-Ri. Joongbu University, Dept. of Secondary Special Education, 305, Dongheon-ro, Deogyang-gu, Goyang-si, Gyeonggi-do 412-480, Korea. e-mail: miss1117@hanmail.net
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23 15 2 3, 5. 40, 2016 5 25 6 8 2,,., 400, 20 380 ( 95%). SPSS(Statistical Package for the Social Science)WIN 21.0. (, %, ), t (ANOVA).. 1) 교육과정재구성에대한전반적인인식 (1) M SD. 3.54.76. 4.16.68. 4.46.63. 3.21.81. 4.14.71. 4.34.68. 3.57.84 3.92.47
3.92. 4.46. (2) n M SD t 87 3.68.77. 293 3.49.75 1.994* 87 3.98.73. 293 4.21.65-2.875** 87 4.28.79. 293 4.51.57-3.060** 87 3.30.88. 293 3.18.79 1.158 87 4.16.70. 293 4.13.72.360 87 4.20.81. 293 4.38.63-2.263*. 87 3.47.82 293 3.60.85-1.264 87 3.87.51 293 3.93.46-1.133 *p<.05, **p<.01 (M=3.87) (M=3.93). 1%, (M=3.98, M=4.29) (M=4.21, M=4.51), n M SD F Scheffe 29 73 3.23.70 30 ~39 175 3.62.74. 40 132 3.59.77 7.633** b.c>a** 29 73 4.19.70. 30 ~39 175 4.13.64.264 40 132 4.17.70
( ) n M SD F Scheffe 29 73 4.51.58 30 ~39 175 4.46.65. 40 132 4.42.63.504 29 73 2.95.72 30 ~39 175 3.26.81. 40 132 3.30.83 5.026** b.c>a** 29 73 4.12.69 30 ~39 175 4.11.75.284. 40 132 4.17.67 29 73 4.41.60 30 ~39 175 4.37.69. 40 132 4.27.71 1.325 29 73 3.45.87 30 ~39 175 3.62.78. 40 132 3.58.90.999 29 73 3.84.44 30 ~39 175 3.94.47 1.265 40 132 3.93.49 **p<.01 (M=3.84~3.94). 1%, 29 (M=3.23, M=2.95) 30 ~39 (M=3.62, M=3.26) 40 (M=3.59, M=3.30). n M SD t, 262 3.55.77. 118 3.51.73.491 118 4.14.71., 262 4.16.66.268, 262 4.45.62. 118 4.46.65 -.049, 262 3.22.84. 118 3.19.75.388. 118 4.11.73, 262 4.15.70.491, 262 4.32.69. 118 4.38.67 -.805
( ) n M SD t., 262 3.58.88 118 3.54.75, 262 3.92.47 118 3.90.48.446.308 (M=3.92) (M=3.90). n M SD F Scheffe 5 97 3.28.73 5 ~10 105 3.55.69 5.830** c,d>a** 10 ~20 139 3.66.76. 20 39 3.69.83.... 5 97 4.19.67 5 ~10 105 4.02.68 10 ~20 139 4.24.65 20 39 4.15.75 5 97 4.47.60 5 ~10 105 4.44.69 10 ~20 139 4.47.61 20 39 4.38.63 5 97 2.94.78 5 ~10 105 3.19.70 10 ~20 139 3.37.88 20 39 3.38.78 5 97 4.13.72 5 ~10 105 4.03.75 10 ~20 139 4.20.68 20 39 4.21.66 5 ~10 105 4.25.78 10 ~20 139 4.37.65. 20 39 4.28.69. 5 97 4.42.59 5 97 3.38.82 5 ~10 105 3.67.77 10 ~20 139 3.60.89 20 39 3.67.84 2.327.262 6.242** c,d>a*** 1.323 1.294 2.370
( ) **p<.01, ***p<.001 n M SD F Scheffe 5 97 3.83.43 5 ~10 105 3.88.48 10 ~20 139 3.99.47 2.599 20 39 3.97.52 (M=3.83~3.99). 1% 0.1%, 5 (M=3.28, M=2.94) 10 ~20 (M=3.66, M=3.37) 20 (M=3.69, M=3.38). n M SD t 116 3.66.80. 264 3.48.73 2.031* 116 4.28.65. 264 4.11.68 2.272* 116 4.59.56. 264 4.40.65 2.710** 116 3.29.90. 264 3.17.77 1.317 116 4.16.78. 264 4.13.68.333 116 4.41.72. 264 4.31.66 1.250. 116 3.73.84 264 3.50.83 2.506* 116 4.01.49 264 3.87.45 2.758** *p<.05, **p<.01 1%, (M=4.01)', (M=3.87)'. (M=4.59)', (M=4.40)' 1%.
n M SD t 251 3.66.73. 129 3.30.75 4.442*** 251 4.28.63. 129 3.92.70 5.030*** 251 4.52.60. 129 4.33.68 2.907** 251 3.41.76. 129 2.83.78 6.968*** 251 4.17.70. 129 4.07.73 1.322 251 4.39.67. 129 4.24.68 2.047*. 251 3.73.75 129 3.26.91 5.299*** 251 4.02.44 129 3.71.46 6.512*** *p<.05, **p<.01, ***p<.001 0.1%, (M=4.02)', (M=3.71)'. 5%~0.1%. 2) 특수교육교육과정재구성시고려사항에대한인식 (1) M SD,. 4.50.58. 4.68.53 (). 4.34.68. 4.15.72. 4.05.72. 4.63.63 4.39.47
4.39. 4.68. (2) n M SD t 87 4.53.59,. 293 4.49.58.475 87 4.63.55. 293 4.69.52 -.944 () 87 4.34.64. 293 4.33.70.124 293 4.12.73. 87 4.23.68 1.220 87 4.01.76. 293 4.06.71 -.568. 87 4.61.56 293 4.64.65 -.422 87 4.39.49 293 4.39.46.024 *p<.05, **p<.01 (M=4.39) (M=4.39). n M SD F 29 73 4.63.51,. 30 ~39 175 4.49.57 2.394 40 132 4.45.63 29 73 4.79.41. 30 ~39 175 4.66.52 2.293 40 132 4.64.58 29 73 4.44.58 () 30 ~39 175 4.38.64. 40 132 4.23.78 2.835
( ) n M SD F 29 73 4.23.66. 30 ~39 175 4.16.68 1.068 40 132 4.08.79 29 73 3.95.78. 30 ~39 175 4.06.68 1.016 40 132 4.09.74 29 73 4.73.75. 30 ~39 175 4.64.56 1.356 40 132 4.58.64 29 73 4.46.35 30 ~39 175 4.40.45 1.541 40 132 4.34.54 (M=4.34~4.46). n M SD t, 262 4.50.60,. 118 4.51.55 -.131, 262 4.68.54. 118 4.68.50.024 (), 262 4.33.73. 118 4.35.58 -.203, 262 4.18.72. 118 4.08.72 1.295, 262 4.09.74. 118 3.97.67 1.529, 262 4.61.67. 118 4.68.52 -.909, 262 4.40.49 118 4.38.41.447 (M=4.40) (M=4.38).
n M SD F Scheffe 5 97 4.63.51, 5 ~10 105 4.41.62. 10 ~20 139 4.50.53 2.608 20 39 4.44.79. ( ).... *p<.05 5 97 4.81.39 5 ~10 105 4.60.57 10 ~20 139 4.65.49 20 39 4.67.74 5 97 4.40.64 5 ~10 105 4.35.64 10 ~20 139 4.30.71 20 39 4.26.82 5 97 4.21.66 5 ~10 105 4.08.72 10 ~20 139 4.18.73 20 39 4.08.84 5 97 3.94.75 5 ~10 105 4.05.74 10 ~20 139 4.14.67 20 39 4.00.76 5 97 4.71.69 5 ~10 105 4.61.56 10 ~20 139 4.61.58 20 39 4.59.79 5 97 4.45.37 5 ~10 105 4.35.48 10 ~20 139 4.40.45 20 39 4.34.68 3.161* a>b*.611.778 1.643.663.981 (M=4.34~4.45)'. 5%, 5 ~10 (M=4.60) 5 (M=4.81).
n M SD t 116 4.53.58,. 264 4.49.59.705 116 4.72.51. 264 4.66.53.898 () 116 4.42.61. 264 4.30.71 1.622 116 4.24.67. 264 4.11.74 1.694 116 4.16.67. 264 4.00.74 2.053* 116 4.69.50. 264 4.61.68 1.139 116 4.46.43 264 4.36.48 1.932 *p<.05 (M=4.46, 4.36)'. 5%, (M=4.00) (M=4.16). n M SD t 251 4.53.60,. 129 4.46.56 1.085 251 4.69.53. 129 4.65.53.738 () 251 4.34.69. 129 4.33.68.230 251 4.21.71. 129 4.02.72 2.429* 251 4.11.71. 129 3.94.74 2.187* 251 4.65.62. 129 4.61.64.484 251 4.42.47 129 4.33.46 1.712 *p<.05
(M=4.42, 4.33)'. 5%, (M=4.02, 3.94) (M=4.21, M=4.11)' '. 3) 교육과정재구성을방해하는요인에대한인식 (1) M SD. 3.54.96. 4.23.76. 3.87.86. 3.71.91. 3.65.91 3.80.56 3.80. 4.23. (2) n M SD t 87 3.48.99. 293 3.55.95 -.599 87 4.20.76. 293 4.24.76 -.434 87 3.80.85. 293 3.88.86 -.756 87 3.66.89. 293 3.72.91 -.587
( ) n M SD t 87 3.68.77. 293 3.65.94.299 87 3.76.52 293 3.81.57 -.644 *p<.05, **p<.01 (M=3.76) (M=3.81). n M SD F 29 73 3.53.80 30 ~39 175 3.62.98. 40 132 3.43 1.01 1.409 29 73 4.16.76 30 ~39 175 4.31.72. 40 132 4.15.80 1.937 29 73 3.95.86 30 ~39 175 3.82.87. 40 132 3.89.85.628 29 73 3.84.85. 30 ~39 175 3.65.94 1.139 40 132 3.71.90 29 73 3.77.79 30 ~39 175 3.62.94. 40 132 3.63.91.724 29 73 3.85.53 30 ~39 175 3.80.54.576 40 132 3.76.61 (M=3.76~3.85). n M SD t, 262 3.64.95 3.080**. 118 3.31.95
( ) n M SD t. 118 4.05.86, 262 4.31.69 3.071**, 262 3.86.88. 118 3.88.82 -.237. 118 3.75.91, 262 3.68.91 -.707, 262 3.67.88. 118 3.61.97.614, 262 3.83.56 118 3.72.56 1.757 **p<.01 (M=3.83, 3.72). 0.1%, (M=3.31, M=4.05) (M=3.64, M=4.31). n M SD F 5 97 3.53.84 5 ~10 105 3.56.94. 10 ~20 139 3.59 1.06.912 20 39 3.31.92... 5 97 4.22.74 5 ~10 105 4.28.66 10 ~20 139 4.26.79 20 39 4.00.89 5 97 3.97.82 5 ~10 105 3.72.84 10 ~20 139 3.93.88 20 38 3.77.90 5 97 3.87.82 5 ~10 105 3.56.89 10 ~20 139 3.73.95 20 39 3.62.94 1.414 1.840 2.065
( ) n M SD F 5 97 3.74.78 5 ~10 105 3.64.98. 10 ~20 139 3.59.92.572 20 39 3.69.92 5 97 3.86.49 5 ~10 105 3.75.56 10 ~20 139 3.82.60 1.342 20 39 3.68.60 (M=3.68~3.86). n M SD t 116 3.63.95. 264 3.50.96 1.247 116 4.25.80. 264 4.22.74.404 116 3.97.92. 264 3.82.83 1.501 116 3.73 1.03. 264 3.69.85.392 116 3.65.99. 264 3.66.86 -.087 116 3.84.61 264 3.78.54 1.090 (M=3.84, 3.78). n M SD t 251 3.54.96. 129 3.53.95.029 251 4.19.76. 129 4.29.75-1.263 251 3.85.86. 129 3.89.86 -.417
( ) n M SD t 251 3.64.91. 129 3.84.89-2.044* 251 3.65.90. 129 3.66.91 -.097 251 3.77.57 129 3.84.55-1.144 *p<.05 (M=3.77, 3.84). 5%, (M=3.64) (M=3.84). ( ) (n=760) () (n=533) (n=380) 1 (n=273) ( ) (%) 301 39.6 1,, 273 35.9 2 99 13.0 3 52 6.8 4 27 3.6 5 5 0.7 6 ( ) 3 0.4 7 322 60.4 1 84 15.8 2 61 11.4 3 56 10.5 4 ( ) 10 1.9 5 273 71.8 1 107 28.2 2 (N=273) 119 43.6 1 88 32.2 2 33 12.1 3 30 11.0 4 3 1.1 5
( ) 2 (n=273) ( ) (n=546) () (n=814) () (n=1,038) (n=273) (n=273) ( ) (%) 73 26.7 1 71 26.0 2 58 21.2 3 37 13.6 4 33 12.1 5 1 0.4 6 () 102 18.7 1 () 101 18.5 2 () 85 15.5 3 () 84 15.4 4 () 78 14.3 5 () 54 9.9 6 42 7.7 7 187 23.0 1 159 19.5 2 115 14.1 3 101 12.4 4 58 7.1 5 53 6.5 6 43 5.3 7 36 4.4 8 35 4.3 9 20 2.5 10 ( ) 7 0.9 11 210 20.2 1 194 18.7 2 163 15.7 3 119 11.5 4 114 11.0 5 55 5.3 6 48 4.6 7 46 4.4 8 42 4.0 9 38 3.7 10 ( ) 9 0.9 11 138 50.5 1 89 32.6 2 39 14.3 3 6 2.2 4 ( ) 1 0.4 5 224 82.1 1 2 31 11.4 2 15 5.5 3 ( ) 3 1.1 4
( ) () (n=387) ( ) (n=214) ( ) (%) 105 27.1 1 95 24.5 2 75 19.4 3 71 18.4 4 35 9.0 5 (, ) 6 1.6 6 (n=107) 88 41.1 1 58 27.1 2 ( ) 33 15.4 3 19 8.9 4 16 7.5 5 (n=136) (,,, ) 76 55.9 1 (,, ) 30 22.0 2 16 11.8 3 ( ) 14 10.3 4 (39.6%)',,, (35.9%). (60.4%), 71.8%., (43.6%) (26.7%), (18.7%). 23% 20.2%, (50.5%), (82.1%), (27.1%)., (41.4%), (27.1%).
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, (2016).. (2), 1-25., (2007).. (3), 283-302. Marsh, C. J., & Willis, G. (2003). Curriculum: Alternative approaches, Ongoing issue (3rd ed.). Upper Saddle River, NJ: Pearson Education. Wehmeyer, M. L., Sands, D. J., Kwonlton, H, E., & Kozleski, E. B. (2002). Providing assess to the general curriculum: Teaching students with mental retardation. Baltimore, MA: Paul. H Brookes Publishing Co.. : 2016.10.31 / : 2016.12.5 / : 2016.12.20
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