정신지체 학생의 창의·인성교육에 대한 특수교사의 인식, 관심 정도 및 운영 실태

Abstract

ABSTRACT

Special Education Teachers' Perception, Degree of Concern and Operation Condition on Creativity·Personality Education for Student with Mental Retardation

Bae Ji-Eun Advisor : Prof. Eun-Hee, Jeong Ph.D. Major in Special Education Graduate School of Education, Chosun University

The purpose of this study is to diagnose and grasp special education teachers' perception, degree of concern and operation condition on creativity·personality education for students with mental retardation. According to this, a questionnaire survey was conducted by selecting research subjects as 232 special education teachers who are instructing students with mental retardation while working in Gwangju Metropolitan City. To analyze and verify the established research problem in this study, a statistical analysis was carried out in terms of 191 copies of questionnaires that were collected. The results were elicited. The results of this study were as follows. First, as a result of looking into perception, degree of concern and execution level of the creativity·personality education in special education teachers who instruct creativity·personality education for students with mental retardation, the perception level tended to be relatively positive. However, the degree of concern and the execution level were very low, thereby having shown to remain in the early stage. Also, a statistically significant difference was indicated depending on general characteristics in age, teaching career, whether or not completing training, and final academic background. Hence, there will be a need of supporting suitably for the current stage in order to be capable of raising the degree of concern and the execution level, respectively, and of arranging a plan in consideration of a teacher's individual characteristic. Second, special education teachers were indicated to be executing with having a bigger concern in personal education out of the creativity·personality education. They were shown to concentrate realistically on personality education in the field even if sympathizing fully with the necessity of creativity·personality education, and to focus on personality education even as for educational objective and creative·personal element of being emphasized. Accordingly, the creativity·personality education is thought to be likely able to be executed more effectively given being performed a variety of training such as understanding a purport of being aimed to be carried out, and as an educational method by integrating these two so that the creativity·personality education can be operated evenly. Finally, as for a difficulty in implementing the creativity·personality education for students with mental retardation, the special education teachers were indicated to think that the biggest difficulty is thought to be mainly the lack of information such as the lack of supporting materials related to a teaching method or textbook development, the lack of information on a teaching method of creativity·personality education, the lack of establishing a concept and a value on creativity·personality education, and the lack of a opportunity for training related to creativity·personality education enough to be applied to students with mental retardation. This outcome is being obviously revealed which support is necessary when considering that most of the special education teachers now remain in the initial concern stage and execution level in terms of the creativity·personality education for students with mental retardation. Hence, diverse support systems are needed such as the establishment of a definite concept and value on creativity·personality education, the offer of a training opportunity of being provided a lot of information, a teaching method proper for students with mental retardation, and a support for materials relevant to developing teaching materials. The findings, which were shown in this study, are aimed to offer basic data to a research of creativity·personality education for students with mental retardation, which will be performed henceforth, and to contribute to vitalizing creativity·personality education for students with mental retardation and developing relevant education materials and training. In addition, diverse researches and plans are desired to be arranged so that creativity·personality education for students with mental retardation can be operated in the developmental directions.