Purpose: The purpose of this study was to comprehensively analyze the results of the qualitative study related to the curriculum reconstruction of special education teachers and implementing characteristics and facilitating factors of the curriculum r...
Purpose: The purpose of this study was to comprehensively analyze the results of the qualitative study related to the curriculum reconstruction of special education teachers and implementing characteristics and facilitating factors of the curriculum reconstruction of special education teachers. Method: To this end, qualitative meta-analysis was conducted by selecting 9 qualitative studies that showed the experience of reconstructing the curriculum of special education teachers among studies published during the 2015 revised curriculum. Results: First, the form of implementation of curriculum reconstructing of special education teachers mainly consisted of in-subject curriculum reconstructing and inter-subject curriculum reconstructing. Second, when reconstructing the curriculum, the curriculum content is mainly reorganized by rearranging, adding, or omitting the units and contents of the textbook in consideration of the learner's interest or level. Third, curriculum literacy of special education teachers promotes curriculum reconstructing. Fourth, special education teachers reconstructed the curriculum to provide instruction suitable for the learner‘s level, and the support of peer teachers and teacher learning communities promoting the curriculum reconstructing. Conclusion: Based on the results of re-exploring and synthesizing individual qualitative studies, this study discussed ways to practice curriculum reconstructing in the field of special education with the 2022 revised curriculum.