공통 교육과정을 이수하는 시각중복장애 초등학생을 위한 평가조정 실행연구

Abstract

The following is an action study to explore that possibility of adjust the evaluation of students with visual overlapping disabilities who receive integrated education in elementary school. For the study, which occurred from May 2020 to August 2020, the Testing Accommodations were adjusted twice with reference to the self-reflective action research model of Kemmis and McTaggart. Evaluation adjustments were made for three subjects: Korean, Mathematics, and Science. The results of the study were analyzed through the class performance evaluation plan, teacher’s class log, evaluation video, and interview data. As a result of the study, it was possible to see gradual improvement by finding problems and solutions through planning, implementation, and evaluation in the testing accommodations process for elementary school students with multiple disability students with visual impairmentwho complete the common curriculum. During this evaluation adjustment process, we found 1) an opportunity to look into the difficulties of evaluation of students with visual overlapping disabilities, 2) we experience the results of teaching activities as a teacher, and 3) we created a cooperative system for evaluation of students eligible for special education. (it was also possible to derive the need for a direction of this construction. Based on the results of this study, we suggest that a new direction of evaluation adjustment for students with visual overlapping disabilities who complete a common curriculum can be explored and that it can be effectively achieved by establishing a cooperative system for evaluation adjustment.