초등학교 특수학급의 개별화교육계획과 운영에 관한 질적 사례연구 = Qualitative Case Study on Individualized Education Program and the Operation of Elementary Special Classrooms

다국어 초록 (Multilingual Abstract)

Recently, special classes, in general elementary school, have been increased to give disabled students inclusive education. In spite of quantitative increase in special classes, there are a lot of difficulties to qualitatively manage education for disabled students.
The purpose of this study was firstly to understand recognition of individualized education program, preparing process and performing methods. Second purpose of the study is to search into the problems and remedies. In order to get the result, this study operated in-depth interviews with 5 special education teachers who were in charge of special classes in Gyeongsangnam-do elementary school.
The results are as below.
First, special education teachers generally had very low recognition of individualized education program. There is a reason that they have questioned about its necessity, because loads of difficulties has been happening to realize individual education program.
Second, during preparing individual education program, Individual Education Operating Association existed just perfunctorily. In addition, methods for inclusive education was not comprised. These facts showed that supporting system should be established for each school, and methods for inclusive education should be discussed thoroughly.
Third, the methods of individual education was mainly to use learning papers by students' level in special classes. From this, we could understand why we need the specialty of encouragement of teaching for special classes. We need approach of methods to various learning models for individual education, moreover, administrational and financial supporting system should be established immediately.
Fourth, so as to properly operate individual education, teachers' responsibility and supporting from each school are needed. Parents' interest and participation in disabled education should be increased and supporting plans should be fixed for pragmatic inclusive education.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 특수학급의 이해 = 6
• 2. 개별화교육계획의 이론적 기초 = 8
• 3. 개별화교육계획의 구안과 실행 = 14
• 4. 선행연구 분석 = 20
• Ⅲ. 연구 방법 = 23
• 1. 연구 참여자 = 23
• 2. 연구 도구 = 24
• 3. 연구 절차 = 25
• 4. 자료 처리 = 25
• Ⅳ. 연구 결과 및 논의 = 27
• 1. 특수학급교사의 개별화교육계획에 대한 인식 = 27
• 2. 개별화교육계획의 수립과정과 작성실태 = 33
• 3. 개별화교육계획의 실행수준 = 40
• 4. 개별화교육계획의 개선방안 = 45
• Ⅴ. 결론 및 제언 = 50
• 1. 결론 = 50
• 2. 제언 = 51
• 참고 문헌 = 53
• Abstract = 56
• 부록 = 58