중도·중복장애 학생에 대한 특수교사의 음악교육 인식과 실태

Abstract

ABSTRACT

The Understanding and The Actual State of Special Education Teacher in Music Education for Students with Severe Multiple Disabilities

Jeong Byeong-Gyu Advisor : Prof. Jeongyoun Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study is seeking the developmental ways of music education of students with severe multiple disabilities through investigating the awareness of special teachers and actual state of music education about music education of students with severe multiple disabilities. The detailed topic to find the way to reach the goal of this survey study is as follows. First, What is the awareness of special teachers about music education of students with severe multiple disabilities? Second, What is the actual state of music education of students with severe multiple disabilities? The conclusion and proposal based on results and discussion of this study is as follows. First, In terms of the awareness of special teachers about music education of students with severe multiple disabilities, the high level of average of teaching method regardless of the working school and major and educational career confirms the important specific gravity of rhythm sense, dramatic play, teaching within considering of individual differences in front-line of special education. Second, The higher level of average as the more education career goes in the awareness of special teacher about educational objectives testifies that emotional sensitivity and peer interaction and social growth have the significant role in music education objectives of students with severe multiple disabilities. Third, The highest reaction of average in the specialist of music who don't major special education in the awareness of the special teacher about substance of music education shows their tone concept which is the contents of their own and expert domain of music subject, for instance, rhythm, melody, form and so on, those are their unique tendencies in music specialists as well as the four integrated activities of singing, performance, writing, appreciation. Fourth, The lowest level of average in education environment of the actual state of music education of students with severe multiple disabilities without distinction of working school, major, education career lets us know the overlooking the inclusion of therapeutic goal besides educational goal in the field of music education of students with severe multiple disabilities. Fifth, In The real state of education evaluation among the actual state of music education, when we see the difference of the highest meaningful response of average from special school working teachers who live with students with severe multiple disabilities most of their time, we could know the positive results in rehabilitation of language and reducing of problem behavior and sociality improvement by means of the education evaluation items which are children's song singing, singing lesson, melodic intonation therapy. Lastly, let me propose some sort of items for follow-up researches. First, there could endeavor with applying more diversly to the students with severe multiple disabilities in teaching method using physical activity, rhythm sense, dramatic play which are intensified commonly in Orff method, Dalcroze method, Weikart method. Second, There could need to active with studying of music teaching learning method to enhance the emotional growth and social interaction which is the goal of music education of students with severe multiple disabilities, that goal of music education is reflected the best in survey from high career teachers. Finally, There is need to research in extensive participants and actual state with whole country's special schools and special classes for more objective awareness and actual state of music education toward students with severe multiple disabilities because the participants of survey study are leaned to Cheon Nam area mainly.