발달장애 학습자 대상 맞춤형 미술교육 사례 연구

Abstract

Personalized learning is increasingly in demand to meet the diversity of learners in education field. Therefore, this study aimed to explore and analyze personalized art education plans for learners with devel-opmental disabilities, through cases that respects their diversity in terms of characteristics, levels, needs, and aptitudes. The following research results were derived from the case of this study, which applied a cyclical process of learner understanding, learner-centered curriculum design, learner-led lesson im-plementation, process-centered assessment, and communication and reflection of learning outcomes, cen-tering learners as the subject who lead the lesson and as a source of information. First, personalized art education, which prioritizes understanding of learners, can be useful for disabled learners with a wide range of individual diversity as well as disability types and characteristics. Second, art education can en-able meaningful learning by respecting the world they express with their own unique visual language. Third, various and continuous process-centered assessment methods can prevent disabled learners from receiv-ing unreasonable grades. Personalized art education for disabled learners requires a system and support to design and utilize level-based and overall curriculum, beyond the concerns and efforts of individual teachers. Future research should focus on the methodology of art education that respects the diversity of learners and ways to materialize personalized art education.