고등학교 특수학급의 영어교육에 대한 특수교사의 인식과 영어교과 편성·운영실태 및 개선방안

Abstract

This study was conducted to seek special teachers' awareness of English education in high school special classes and ways to organize, operate and improve English subjects, and accordingly, a survey was conducted on special teachers at high schools in South Jeolla Province. First, most of the special teachers in high school felt the need for English education, but there was a perception that it was difficult for disabled students to learn a language other than their mother tongue, and that English education was a burden to students because it was difficult to learn their mother tongue. Second, if you look at the actual status of English curriculum and operation of high school, English classes were mostly conducted in integrated classes, and English classes were organized in special classes, but English classes were rarely conducted. In addition, in relation to the assessment, special-class students were mainly evaluated as the same tests as those of integrated classes in the integrated classes, and the scores of students in the written and performance evaluations were reflected without any adjustment of scores for disabled students. Finally, on how to improve English education for special classes in high schools, it was found that communication-oriented teaching methods and direct teaching methods would be effective by using simple words or expression materials based on the needs of students and parents. In addition, both written and performance evaluations should reflect the scores received by special-class students with different evaluation sites from integrated classes.