중학교 특수학급 계발활동의 운영 실태와 활성화 방안

Abstract

Current Status and Promotion Strategies of Development Activities at Special Classes in Middle Schools

This research is aimed at uncovering the actual conditions in the management of development activities in special classes of middle school and providing basic sources for revitalizing those activities. For achieving these aims, I surveyed 72 special class teachers of middle schools in Gwangju metropolitan city and Jeollanam-do. The collected data were analyzed in respect of the frequencies, the percentage and the chi-square test of each question, using SPSS program. This research reached major conclusions as following: First, the level of the parents' interest in the development activities in special classes of middles schools appeared to be below the average, while that of the teachers was the average. Through the development activities, however, it is said that the special class students can make amicable human relationship, form a habit to make good use of their spare time, learn what the social order is and raise cooperative spirit. Thus, we should bring the development activities into focus. Second, the club for development activities that the middle school special students participate in most frequently is for leisure activities. Following the leisure activities on the list are the health and sports activities and the laboratory and job-training courses. The level of integrating special class students with general class students varies with the parts with which the special students have trouble and the level of their handicaps. Third, considering that the selection of the clubs for development activities is most frequently conducted according to the handicapped students' wishes, general class and special class teachers should help them to choose their own clubs corresponding to their interests, aptitudes, hobbies and abilities. Meanwhile, the respondents most frequently chose the way of organizing the development activities with no division between general class and special class students. This kind of integrated education should be continuously implemented. Forth, in case the development activities are organized as an integrated education, the continuous cooperation between the teacher in charge of the club and the special class teacher should be existed, considering that kind of cooperation is averagely conducted once a month. Fifth, special class teachers should take part in the training courses where they can learn more knowledge and the education skills, considering the survey shows that the special class teachers have scarcely underwent those training courses but most of them think those courses are necessary.