전국 초등학교 통합교육 환경에서 인성교육과 봉사학습 실행 실태

Abstract

The purpose of this study was to identify the current status of character education and service-learning in inclusive elementary schools in South Korea and to suggest better ways to implement the programs for all students with and without disabilities through a national survey with 34 items developed by the researchers. A total of 205 elementary schools with special classes were selected by a stratified sampling method based on the number of students in elementary schools across the nation. Responses to the survey from 365 teachers of 183 schools were analyzed for this study. Most schools implemented character education and service-learning programs, and students with disabilities also participated in those programs. Character education programs such as school violence prevention and proper language usage education, and service-learning programs such as helping hands and campaign activities were most frequently conducted. However, the reflective activities and celebrations in service-learning programs were less rigorously implemented and the support for students with disabilities was limited. Thus, further study of curriculum-related various content and systematically organized structures for character education and service-learning programs is suggested. Also various support for students with disabilities should be provided to enhance their participation in diverse types of character education and service-learning, and to improve the quality of inclusive education for all.