「누리과정 교사용 지도서」에 포함된 장애이해교육 활동에 대한

Abstract

ABSTRACT

The analysis of Disability Awareness Activities and the Actual Utilization in the Nuri Curriculum Teacher Guidebooks for age 3-5

By Lee Jung-A Adviser: Professor Heo Yu-Sug Special education, graduate school of education, Chosun University

This study is intended to contribute to changing in attitude and awareness of early childhood special education teachers as well as promoting the inclusive education and the disability awareness program by analysing the disability awareness program specified in the Teachers' Guidebook for the Nuri Curriculum, identifying awareness and actual utilization of the program of early childhood special education teachers who take care of disabled preschoolers, finding out how to improve it and providing basic materials for the disability awareness program for younger children. For this, the following questions are asked for this study: First, what is the actual state of disability awareness program in early childhood institutes that conduct the inclusive education for disabled preschoolers? Second, how do early childhood special education teachers utilize the disability awareness program presented in the Teachers' Guidebook for the Nuri Curriculum? Third, is there any difference in utilization of the disability awareness program presented in the Teachers' Guidebook for the Nuri Curriculum depending on early childhood special education teachers? Fourth, which demands and improvement measures are required and suggested by early childhood special education teachers regarding the disability awareness program presented in the Teachers' Guidebook for the Nuri Curriculum? In this study, 89 early childhood special education teachers who works for public annex kindergarten and public independent kindergarten participated. As a study method, the disability awareness program presented in the Teachers' Guidebook for the Nuri Curriculum for age 3-5 was chosen and analyzed with topics on daily life, age, activity name, activity goal, disability type, activity details, activity type, teaching-learning media and character education element. In addition, a survey was conducted to ask 89 early childhood special education teachers regarding the current state of the disability awareness program, the actual utilization of the disability awareness program activities stated in the Teachers' Guidebook for the Nuri Curriculum in the institutes they are currently working for and their demands. Collected data were analyzed with SPSS/WIN statistic program 18.0 and general matters of the study participants, frequency and percent of referring to the disability awareness program activities in the Teachers' Guidebook for the Nuri Curriculum were addressed in technical statistic methods and cross-analysis, a method to verify differences between groups, was conducted to identify differences in the awareness, actual utilization and demands regarding the disability awareness program activities in the Teachers' Guidebook for the Nuri Curriculum. Findings of this study are as follows: First, it is found that early childhood special education teachers' interest and learning desire in the disability awareness program are high; the disability awareness program is regularly conducted aiming at an efficient operation of the inclusive education and a correct understanding on disabled preschoolers; they experience some difficulties due to lack of materials of the disability awareness program and times; when planing the disability awareness program, it is done by a special education teacher and in most cases, support demands from a room teacher of the inclusive classroom are not received, even though they are received, special education teachers carry out the disability awareness program by themselves. It is also found that activities to foster attitude to respect myself and others focusing on physical disabilities are conducted with AV materials through story sharing time and large-small group activities. Second, this study shows that the Teachers' Guidebook for the Nuri Curriculum is most frequently used for the reason that activities suitable to topics on daily life are selected by age among materials published by the nation for the disability awareness program and in case of the group that does not utilize it, teachers in this group say that they do not utilize it because they do not know the disability awareness program is in the Teachers' Guidebook for the Nuri Curriculum. Third, it is found that the actual utilization of the Teachers' Guidebook for the Nuri Curriculum by early childhood special education teachers depends on teacher’s education career. Teachers with 5-10 years’ experience show more frequent utilization of the guidebook than those with less than 5 years’ experience and those with 10~20 years’ experience. Fourth, it is found that the most frequently used topics on daily life is kindergarten/daycare and friend depending on the institution type and the actual utilization, and since no specific educational activity is indicated, it is difficult to understand it. It becomes one of interruption factors in utilizing the guidebook because various kinds of educational activities are not indicated and it becomes an interruption factor because teachers in the group that utilizes the guidebook do not have enough time to use it because they have many other kindergarten works they have to do. According to the study results, the relevant portion is not sufficiently addressed, and overall supplement is needed to cover the disability awareness program. In addition, a program for autistic disorder, one of common disabilities surroundings, needs to be developed, and not only teaching materials of indirect experience but also direct teach materials are needed. Teachers demand that more disability awareness activities are included in topics on daily life related to preschoolers’ surroundings.