발달장애 학생을 지도하는 특수교사의 세계시민교육 인식과 경험 탐색

Abstract

The purpose of this study is to explore the perceptions and experiences of global citizenship education (GCE) through special education teachers who teach students with developmental disabilities to find ways to support them in the future. According to this research purpose, a focus group interview was conducted with 10 elementary and secondary special education teachers who had experience in teaching GCE to students with developmental disabilities. Interview data were analyzed using continuous post-transcription comparison method, and five major topics were derived: 1) How do special education teachers define GCE? 2) Why do they need GCE for students with developmental disabilities? 3) What makes GCE difficult for students with developmental disabilities? 4) What do special education teachers expect as a result of GCE? And 5) what efforts are needed for GCE for students with developmental disabilities? Participants in this study recognized that students with developmental disabilities also have legitimate rights as global citizens and need to play a role, and accordingly, GCE should be implemented for people with developmental disabilities as a basic right to education. However, he mentioned the need to study the contents and teaching methods of GCE suitable for students with developmental disabilities because the characteristics of people with developmental disabilities can act as a barrier to the implementation of GCE. In addition, special teachers who participated in the study expected that GCE would have a positive effect on the social development and expansion of the worldview of students with developmental disabilities. Based on the results of this study, suggestions were made to revitalize GCE for students with developmental disabilities in the future.