중학교 통합학급 미술담당 교사의 교수적 수정 실태와 지원요구

Abstract

Recently, Special education is changing to keep up with the rapid change of society and culture. People with disabilities affected by changes in society living together with people with a variety of personalities, particularly students with disabilities are changed in perception as people who have a variety of educational needs. The institutional change of special education process revised in 2011 towards a more integrated form of the teaching environment, and causes to raise more importance to the instructional adaptation in terms of the increased accessibility of the general education curriculum. Recent research for the activation of integrated education has been active however, despite the fact that Art is mostly integrated with other subjects, little research is done on the subject. Therefore this study researches the instructional adaptation of middle school inclusive classroom and the support needs for art class, and it has significance to provide the basic data of a follow up study of development for effective teaching of art and its corrective measures. This study surveyed 114 art teachers of regular secondary schools with special classes in Jeju, Gwangju in August and September, 2012. 87 out of 89(78.07%) respondents were investigated and had insincere answers. Only 2 were exempt. The following are the study subjects required in order to achieve this study’s goal. First, What is the instructional adaptation’s perceived value of middle school art teacher about the inclusive art class? Middle school art teachers are very positive about educational needs of inclusive art and artistic possibilities for exceptional students. They’ve also recognized that in order to achieve the highest academic results and high influence of instructional adaptation teaching strategies and methods are required. Information on instructional adaptation methods is the most urgent to art teachers being integrated to education. Second, how is instructional adaptation’s execution by type made in middle school inclusive art classes? The middle school art teachers were mostly doing ‘the modification of the teaching environment’ of the instructional adaptation’s types. By type, they were mostly doing ‘life rulemaking’ of the modification of the teaching environment and ‘peer tutoring’ of the group instructional adaptation. It will be the priority to disseminate methodological knowledge of various modifications needed to art teachers, and active support for the request will be required. Third, What is instructional adaptation’s need by type of middle school art teachers about the inclusive art class? Art teachers recognized that ‘the modification of the teaching environment’ is the most necessary. I can guess that this gives art teachers importance about inclusive art classes for exceptional students as the strategies regarding social environment. Fourth, are there any support needs for instructional adaptation in middle school inclusive art class? The most art teachers in all areas indicate a high degree of support needs, this means a partnership with teachers related to the inclusive art education for qualitative achievement and administrative and financial supports. As a result, the methodological approach for qualitative integration is needed rather than the discussion of the rationale for the inclusive education. The contents of instructional adaptation that teachers need are important, so specific information on teaching methods and strategies will be provided. I hope that research is subsequently done about the needs to recognize instructional adaptation according to types of disability, the degree of disability and instructional adaptation method in other curriculum.