시각장애특수학교의 개별화교육 실태 및 개선방향

Abstract

The Current Status and Improvement Directions of Individualized Education Programs at Special Schools for Students with Visual Impairment

Min-Su Yoo Advisor : Prof. Young-il Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to examine the current status and directions for improving the practice of individualized education programs (IEP) at special schools for students with visual impairments. A total of 97 teachers from 11 schools responded to a questionnaire. The questionnaire was designed for this study, consisting of two parts. The first part included six items about the teachers' demographic and teaching-related variables; the second part comprised 27 items regarding the writing, implementation, evaluation, and improvement of IEP at special schools for students with visual impairments. Data were collected from April 1 to April 30 in the year of 2009. For the most part, the respondents were found to write IEPs in accordance with the Special Education Law and its regulations. It is notable that the majority of teachers evaluated the current level of their students' performance in a variety of areas based on their informal observations, not on the formal test instruments, which indicated the need for developing test instruments for students with visual impairments. It is also notable that the majority of teachers thought that the IEPs should be written only for some of students in some of the areas. The teachers believed that the first priority should be put in the area of daily living skills when writing the IEPs for students with visual impairments. The participants emphasized the need for designing the IEP format, developing materials and devices, and operating the IEP team appropriate for students with visual impairments.