고교학점제의 특수교육대상자 적용에 따른 중등 특수교사의 인식과 요구

Abstract

This study was to examine the perception and needs of special secondary education teachers for high school credit system, and to consider the desirable direction and settlement plan for the implementation of the high school credit system with in the field of integrated education. For this purpose, a survey was conducted on 97 special education teachers that are working in special classes in both middle and high schools. The results of this study are as follows. First, the level of understanding of the high school credit system was high; however, the degree of perception was negative. Second, special education teachers recognized that it was necessary to both organize and operate a curriculum for students with special needs as well as establish a separate elective subject. Third, there were many opinions stating that it is desirable to evaluate the criteria for completing the subject on attendance days for students with special needs. Fourth, for the stable implementation of the high school credit system for students, it was recognized that the responsibility of all school members was important for reducing the burden on special education teachers. Finally, it was noted that necessary for special education teachers' ability to understand and reorganize the curriculum was necessary to implement the high school credit system. Based on the results of this study, the direction of the high school credit system’s stable implementation for students with special needs with in the integrated education field was discussed.