특성화 고등학교 장애 학생 직업교육에서 특수교사와 통합학급교사의 협력교수 실태 및 인식 비교

Abstract

This study objects to provide basic materials of efficient vocational education co-teaching by searching special and general education teachers’ responsibilities of current practice of co-teaching and problems and perception difference between both teacher groups. The study is based on 31 special education teachers and 153 general education teachers from 13 specialized vocational high school of Gwang-ju, Jeon nam area. First, specialized vocational High Schools were providing co-teaching for vocational education to students with disabilities. Co-teaching was provided as special education teachers’ vocational skill teaching, and general education teachers’ curriculum based theory teaching for daily and personal-social skills. There was no perception difference between teaching groups about opinion exchange, managing consultation organization, and number of students per class to invigorate vocational education co-teaching, but constant effort for invigoration is needed. Secondly, about vocational education co-teaching, both general and special education teachers were recognizing it efficient for vocational rehabilitation training and independence training for both general and disabled students. Vocational education co-teaching should be led by special education teachers and special education teachers should co-teach vocational education considering aptitude, interest, and study accomplishment level of students with disability, while general education teachers should consider students’ disability status. To overcome these recognition differences, two groups of teachers recognize necessity of discussion about information exchange of learning characteristics and problematic behavior of students with disabilities. Despite these efforts, special education teachers pointed out mental pressure on both groups and general education teachers chose possibilities of conflict during class as drawback of vocational education co-teaching for students with disabilities. Both special and general education teachers thinks practice based training as appropriate way for vocational education co-teaching for students with disabilities. To carry out vocational education co-teaching, special education teachers thinks communication with general education teachers as precedence, and general education teachers chose change of social awareness and secure of exclusive teacher as precedence. About co-teaching of vocational education through combined education training, majority of both special and general education teachers regard education training efficient. Proposals based on the results are like; first, setting up educational goal and content for professional specialized highschool providing experience based education such as personnel training for specific field and field placement etc. considering talent, aptitude and capability is necessary. Second, admitting difference of recognition between special and general education teachers and cooperating together is required. Finally, this study is based on Gwang-ju, Jeon nam area specialized vocational high school, and has limitation to generalize results to whole country specialized vocational high schools’ vocational education co-teaching current state.