특수교육 분야 생애사 연구에 나타난 특수교육 경험 탐색(1995~2022)

Abstract

This study tried to find implications by examining the school-age special education experience shown in the life history researches in the field of special education. From 1995 to May 2022, 31 papers were analyzed for description and content of research trends. Descriptive analysis focused on research methods and considered disability areas, research topics, participants, data collection and analysis, and research ethics and truthfulness. The content analysis looked at the experiences of special education by subject of special education according to the times. The special education period was divided into the period of suffering, the foundation, the development, the leap, and after 2007. The results of the content analysis are as follows. The study on special education practitioners was the life, thought, and achievements of people who had an influence on the early development of special education. The research on special education teachers included educational practice, practical knowledge of teaching and learning methods, and teacher identity. The experience of special education of persons with disabilities was divided into inclusive education experience and seperated education experience, and the educational experience was positive or negative. As for the parent’s special education, the more severe the child’s disability, the stronger the negative experience of special education. In the future research on life history in the field of special education, it was confirmed that it was necessary to clarify methodical aspects. In terms of content, it is necessary to clarify the scope of special education, expand topics such as specific events and places, participate in special education teachers, study life history focusing on the school-age educational experience of persons with disabilities, and distinguish between biography and life history researches.