일반고등학교에서 지적장애인이 경험한 잠재적 교육과정

Abstract

The purpose of this study is to examine the role of schools for positive latent curriculum
 experiences by examining the latent curriculum experienced by people with intellectual disabilities
 in general high schools. The participants in the study were six graduates and students from special
 classes at general high schools, and a total of eight interviews were conducted using photovoices.
 The collected data were analyzed according to a practical and comprehensive analysis procedure,
 and five upper categories, 13 lower categories, and 53 semantic units were derived: ‘Integrated
 classes like a cactus on the desert’, ‘Special classes I don’t want to leave’, ‘Precarious online class’,
 ‘Work Life Appreciating What We Learned in School’, ‘My dream school’. As a result of the study,
 the latent curriculum experienced by people with intellectual disabilities showed differences
 depending on the learning space, and the latent curriculum they experienced had an impact on
 their professional lives after graduation. Additionally, it was found that people with intellectual
 disabilities want schools to be positive spaces. Based on the research results, the direction of
 improvement for a positive latent curriculum experience was discussed.