2015 특수교육 기본 교육과정 사회과 성취기준의 중요도 및 적합도

Abstract

Purpose: The purpose of this study is to find out the importance and suitability of achievement standards in the 2015 Basic Curriculum Social Studies to see if it is appropriate for middle and high school students with developmental disabilities in special schools.
 Method: In order to investigate the perception of secondary special teachers on the appropriateness of the 2015 Basic Curriculum Social Studies, a survey were conducted on 120 secondary special teachers with intellectual disabilities.
 Results: First, looking at the importance of the 2015 Basic Curriculum Social Studies Achievement Standards, teachers ecognized the importance in the order of ‘my life’, ‘relational life’, and ‘citizen’s life’ by sub-area. Second, looking at the suitability of the basic curriculum social studies achievement standards, teachers recognized suitability in the order of ‘my life’, ‘relational life’, and ‘citizen’s life’ by sub-area. Third, looking at the difference between the importance and fit of the social achievement standards of the basic curriculum, there were significant differences in five core concepts: “autonomy,” “social and moral personality,” “social ability,” and “space and life.” Teachers perceived the achievement standards as important as the content of social studies necessary for students’ adaptation to their current and future life, but perceived that the difficulty of the content was not suitable for the student level.
 Conclusion: Special teachers have shown that the basic curriculum social studies is also important for the nurture of democratic citizens, which is the essence of socal studies, but the focus should be on improving the quality of the daily lives of students with developmental disabilities.