초·중·고등학교 국어와 도덕 교과서에 나타난 장애관련 내용분석 = Analysis of Disability-Related Contents of Korean and Moral Textbooks of Elementary, Middle and High school

다국어 초록 (Multilingual Abstract)

This study has been conducted to investigate the status of disability - related contents in regular curriculum for the successful integration of disabled children in regular schools and to consider a desirable direction for the 8^(th) curriculum to proceed. For the purpose, I compared and analyzed the contents presented for those who are physically or mentally challenged in the Korean and moral textbooks that have been the national common basic curriculum in 6^(th) and 7^(th) curriculum across grade levels. For Korean subject, I analyzed the total amount of disability -related contents, text types, disability - related learning styles, and the types of disability and facilities, and for moral subject, the total contents related to disabilities, disability - related learning styles, and the types of disability and facilities. These items were then quantitatively analyzed according to grade levels, the 6^(th) and 7^(th) curriculum textbooks were compared, and the changes in the amount of contents were examined according to school levels of elementary, middle, and high school.
The results of this study were as follows.
First, the amount of disability - related content in Korean textbooks has been steadily increased. However, when it is viewed more specifically, the amount was rather decreased in 7^(th) curriculum than 6^(th) in elementary school, remarkably increased in 7^(th) curriculum of middle school, and not represented at all in 7^(th) curriculum of high school, which was a larger reduction than 6^(th) curriculum.
Second, of the text types, literary texts accounted for a larger percentage of disability - related contents than any other text types of Korean subject in both 6^(th) and 7^(th) curriculum. Of these, in elementary school, literary and non-literary textbooks showed similar amount of the contents in 6^(th) curriculum, but in 7^(th), literary texts had more disability - related contents. In case of middle school, in both 6^(th) and 7^(th) curriculum, literary texts had more disability - related contents, while it was shown only in literary texts in 6^(th) curriculum of high school.
Third, in disability - related learning styles of Korean subject, the 7^(th) curriculum contained far more various learning styles and more specific learning activities. Although, in the 6^(th) curriculum, disability - related subjects were presented to simply attain the learning objective of Korean, in the 7^(th) curriculum, it was represented to help cultivate students’ personalities with understanding of the handicapped through the disability - related learning activities.
Fourth, with regard to the types of disability and facilities in Korean subject, a wider variety of the contents were represented in the 7^(th) curriculum than the 6^(th). The types of disability were shown similar but the number was increased in elementary school. In case of middle school, the types of disability were multiplied and the number was also remarkably increased, but no disability facility was addressed. In high school, only a physically disabled type was addressed in the 6^(th) curriculum.
Fifth, the amount of disability - related contents in moral subject was increased in the 7^(th) curriculum than the 6^(th) over the all school levels.
Sixth, with regard to disability - related learning styles of moral subject, the 7^(th) curriculum had far more various learning styles than the 6^(th) with a variety of learning methods and activities. Besides, the number of learning activities was also increased
Seventh, in the types of disability and facilities in moral subject, more various disability - related contents were addressed in the 7^(th) curriculum than the 6^(th). Illustrations or pictures to express disability types were also expanded and the number was increased.
With the results, I would like to make several suggestions.
First, with regard to the increase of disability - related contents in quantity and quality in the 7^(th) curriculum than the 6^(th), a study is required to study how well it is applied to education area.
Second, to put into practice the plans for volunteering activities at disability facilities in the 7^(th) curriculum, it is required to develop volunteering programs incorporated with creative discretional activities and provide students with tangible opportunities to practice the program.
Third, to represent balanced disability - related contents in Korean and moral textbooks in 8^(th) curriculum, it is necessary to deal with mental disability and emotional disability at the same time, and more amount of disability - related contents is required to be addressed in the high school curriculum.
Fourth, to investigate how well our school textbooks contribute to the recognition of the disabled, a study is required to compare disability - related contents among textbooks of ours with those of developed countries with high awareness of physically or mentally challenged people.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 장애이해 교육의 필요성 = 5
• 2. 국어과의 특징 = 12
• 3. 도덕과의 특징 = 14
• Ⅲ. 연구방법 = 18
• 1. 연구대상 = 18
• 2. 연구절차 = 20
• 3. 자료처리 = 22
• Ⅳ. 결과 및 해석 = 23
• 1. 국어 교과서에 나타난 장애관련 내용분석 = 23
• 2. 도덕 교과서에 나타난 장애관련 내용분석 = 34
• Ⅴ. 결론 및 제언 = 46
• 참고문헌 = 49
• 영문초록 = 52
• 부록1 = 55