중학교 통합학급 장애학생의 학교스포츠클럽 활동에 관한 담당교사의 인식과 교수적 수정 실태

Abstract

Currently in Korea, integrated education has gone beyond physical integration and social integration to a level of demanding curricular integration. Curricular integration means including disabled students into ordinary classes and through inclusive education there, reaching appropriate educational achievement; and for this, a modification and adjustment of the teacher’s situation is imperative. Therefore this study sees not only school sports club activities as important for integrated education, but also the teachers in charge of those physical education activities’ understanding and guidance attitude toward disabled students, as well as curricular adaptation and cooperation between teachers; thus this study researched management status and teachers’ perception as well as curricular adaptation statuses in regards to school sports club activities for disabled students included in ordinary schools. The participants in this study are the teachers in charge of the sports club and physical education teachers (135 total) of an ordinary middle school including a special class, located in the G megalopolis and J area. The tools for research are surveys, made up of 4 parts. Part 1 is made of basic questions about individual background, part 2 is questions about value perception and management status of the school sports club activities, part 3 about the degree of execution and need of curricular adjustment, and part 4 about needs for support of the school sport club’s activities—there are 51 questions in all. The data collected will be analyzed through frequency analysis and T-test. The results of this study are as follows. First, as a result of investigating the management status of the school sports club by the teachers in charge, sports categories for disabled students were not currently being held, and this was because the number of disabled students was small. This shows that the school sports club activities were still being operated around ordinary students and consideration of disable students was yet lacking. Second, as a result of investigating the perception of teachers in charge of the middle school sports club, they answered that there was a great need for disabled students and guidance teachers when it came to school sports clubs because disabled students and ordinary students cooperated in various ways and this would develop their skills of mutual relations; those that answered there was no need believed disabled students lacked the ability to learn school sports club activities. This showed that although disabled students and guidance teachers are important to the club’s activities, and that their inclusion would help develop mutual relationship skills, but tht the disabled students were still inept in terms of the environment and activities of physical education. Also, in regards to questions on cooperation between teachers and exchange of information, it was concluded that the guidance teachers in charge of the school sports club lacked professional knowledge and their cooperation with the special needs teacher and exchange of opinion with them were weak. Third, the results of investigating the need and execution of curricular adjustment in disabled students’ school sports club activities classes whoed that depending on the type, the degree of need and execution of adjustment of curricular environment were both thought to be high in modifying the rules of the physical education location; for adjustment of curricular methods various techniques and execution difficulty level were adjusted and suggested, and the degree of need of curricular contents and degree of execution both thought modification of the curricular goal and contents were needed, and the degree of need and education for adjusting the method of evaluation both believed various grading standards should be applied. Fourth, as a result of comparing and analyzing the difference between need and execution degree of curricular adjustment about the disabled students’ sports club activities, for degree of need per type of curricular adjustment the adjustment of curricular environment was highest. The lowest for degrees of need and execution were both adjustment of evaluation methods. Also, for each type the difference between the average of degree of need and degree of execution were compared to result in the largest difference between degree of need and degree of execution for curricular contents, and next the difference between the two for adjustment of curricular group. The type with the smallest difference between degree of need and degree of execution was adjustment of curricular environment. Fifth, the results of an investigation of support needs of the school sports club activities, for smooth participation in the activities of the school sports club activities, it was important to know the necessary improvements of environment; as a result of investigating this, educational equipment was procured and for the enhancement of the quality of classes, it came out that the support of special needs teachers was highest. In answer to a question on what was needed to enhance the quality of teachers in the sports club activities, most said training and provision of seminars were important, and to the question asking what kind of cooperative help was needed for disabled students’ sports activities to smoothly be operated, most said the cooperation with special classes’ teachers in charge was most important. Finally, to the question asking what administrative and financial support were needed for the disabled students’ school sports clubs, most people answered that curricular adjustment of the school sports club activities and related special education training programs were most needed.