특수학교 고교학점제에 대한 특수학교 교사의 인식조사

Abstract

This study aims to investigate the overall perception and needs of special school teachers on the high school credit system in special schools. Additionally, this study seeks to examine the difference in perception between the head teachers of curriculum and the teachers ahead of the application of the high school credit system. The survey was conducted targeting 283 special education teachers across the country on the perception of the main contents and operation direction of the high school credit system, as well as the expected difficulties and necessary supports when introducing the high school credit system for special schools. As a result, special education teachers noted that they had a moderate understanding of the main contents of the high school credit system, while the head teachers had a significantly higher understanding than teachers. Regarding the operation direction of the high school credit system for special schools, special teachers recognized that differentiated guidelines should be prepared according to the curriculum operated by special schools, and that the difference between the two groups was not significant. Additionally, special education teachers expressed concerns about the development of elective subjects for students with severe and multiple disabilities, support for course registration, and safety issues when operating elective curriculum and joint curriculum; the head teachers were more aware of these issues than teachers. Last, for the high school credit system for special schools, special teachers needed close support from schools, the Education offices, and the Ministry of Education, while the head teachers had higher demands for support than teachers. Based on the results, the implications of the high school credit system for special schools and suggestions for follow-up studies were discussed.