중학교 특수학급 운영 실태 및 개선 방안

Abstract

ABSTRACT

Current Practices and Strategies for Improving Special Classes at Middle Schools

Gwi Song Jeong Advisor: Prof. Young-il Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to describe the current practices of special classes at middle schools in Gwangju metropolitan city from the perspective of special education teachers. Two groups of 12 special education teachers who have more than one year of teaching experiences at special classes were invited to participate in focus-group interviews. The participants were asked to describe the practices of special classes at middle schools in terms of the relationships with a variety of educational counterparts such as school principals, parents, general education teachers, special education assistants, and students. The focus-group interviews revealed that each type of stake holders has different perspectives about the operation and management of special classes. Special education teachers reported that they had experienced different types of conflicts depending on the type of counterparts. It was noteworthy that special education teachers differed from the school principals in terms of community-based instruction and the implementation of the school budget.