광주․전남 순회교육의 실태와 개선 방안 연구

Abstract

The Current Conditions of Itinerant Education in Gwaung-Ju / Joen-Nam and Improvement Measures

by Eun-Sook Kim Advisor : Prof. Jeongyoun Kim, Ph.D Department of Special Education Graduate School, Chosun University

This research aims to find out the effective ways to manage itinerant education by analyzing its present condition and relevant teachers' perception of their works. Total 95 itinerant teachers, 21 based in Gwang-Ju and 74 in Jeon-Nam, were surveyed for this study. The number of itinerant teachers working in Gwaung-Ju and Jeon-Nam was counted, and questionnaires were prepared based on a pilot study. The answers collected can be summarized as follows. First, itinerant education fully relied on visits of the teachers working for special schools and special education support centers. The students who the teachers were in charge had a various kinds and levels of disabilities. For lessons, teachers visited their classrooms or houses twice a week for 120 minutes total, spending from 30 minutes to one hour for the trip. The students were given subject-matter education including Korean language, mathematics, and arts, and also therapeutic education such as speech language therapy, sensory integration training, and physical therapy. Individualized education plan mostly depended on individual teachers, and students were evaluated according to teachers' recording and observation. Teachers' satisfaction level was high, and travel expenses were well provided. However, the biggest operational problems in current itinerant education were found out to be the treatment of teachers and the lack of curriculum. Secondly, itinerant teachers working for special education support center pinpointed several improvements for teachers : to lighten tasks, to improve treatment, precise working guidelines, to change attitude of colleague teachers towards itinerant teachers, prepared places for special education, to support teaching materials and aids, and to support cars. In addition to this, itinerant teachers from special schools wanted for settled curricula, constant parent education, support for teaching materials and aids, research group for special education, and teachers' training programs. Third, teachers' experiences on special education, working region, and organization didn't make so much difference on answers about managemental issues and its efficiency, but did so about resources to be supported. According to their answers, itinerant teachers working in Gwang-Ju and special schools needed more support for teaching materials, while teachers from Jeon-nam and special education support centers wanted more teachers' training programs. Furthermore, teachers from Jeon-nam and special education support centers found their work more laborious than those from Gwang-Ju and special schools did. This might be due to regional characteristics of Jeon-Nam province and hard working conditions of special education support centers.