지적장애 학생 교육과정의 국제비교

Abstract

ABSTRACT

International Comparative Study on the Curriculum of Special Education for Students with Intellectual Disabilities

Yoonsil Kim Advisor: Prof., Namsoon Kim, Ph.D. Department of Special Education, Graduate School of Chosun University

The purpose of this study is to compare the curriculum and management of the special education for students with intellectual disabilities of 6 major countries and to provide the implications and suggestions for the improvement of the special education curriculum in Korea. The 6 counties include America, Australia, Germany, Japan, and Sweden as well as Korea. Through the international comparison between these countries, this paper tried to establish an unique inclusive education model and clear educational identity that fits Korea instead of imitating and applying philosophy and knowledge of the above mentioned countries. This study is divided into 4 chapters. Chapter 1 is an introductory chapter which describes the needs for and purposes of this research, research methods, and limitations of this study. In chapter 2, the present states of special education curriculum for intellectual disabilities in each country was compared. The education system and general education curriculum, and the management of special education curriculum and current practices in local schools was treated in this chapter. The focus was on investigating the relationship between general education curriculum and special education curriculum. In chapter 3, data on special education curriculum from 6 countries including America, Germany, Australia, Sweden, Japan and Korea were analyzed. Particularly, for Korea, the description was centered around the analysis of data from a District Office and case studies of local schools. In chapter 4, which is the results section, international data on special education curriculum was compared and contrasted by the region. Based on the regional comparisons among 6 countries, especially in the aspects of their curriculum of special education, constructional course, educational goal, subject and its content, and managerial principle in view of comparative pedagogical sides, some results were drawn as follows. First, the scope of the target for special education is continually expanding and Sweden is the typical country of non-categorical classification. The definition and classification of the intellectual disabilities underwent many changes according to paradigms of different ages and situations. The 5 countries except Sweden, which has no definition of intellectual disabilities, mention the intelligence and the adaptive behavior at the same time. Second, while the current trend is a global increase in the number of special children, the number of the students enrolled in the special education school is decreasing. Third, the countries including USA, Australia, and Germany implemented the state-developed curriculum while countries such as Sweden, Japan, and Korea developed curriculum within the framework of the national level curriculum. With regard to curriculum in special education classrooms, Korea and Japan appeared to exercise close control on establishment and management of it, but put forth efforts into securement of autonomy. Forth, with regard to the goals of special education, all the reviewed countries primarily provide the same as the goals of general education and secondarily aim to make the special students stand up for themselves by improving knowledge, function, attitude, and habit fully considering their conditions and characteristics. Fifth, all the reviewed countries appeared to show through the ministry of education homepage curriculum, days of vacation, holidays, annual days of school, annual weeks of school, school hours a day etc.. The result of comparison showed that Korea, in which a five day school system has not yet settled, is the most country(220 days) in the days of school. Sixth, the daily activities and concept of a reality is a required subject in special school for the students with intellectual disabilities in Sweden, while Germany lays emphasis on religious education and Japan on moral education. Finally, With regard to curriculum in special education classrooms, reviewed countries appeared to share a similar trend, which focuses on the more necessary activities to cultivate the ability of solving the daily life problems than choosing either life skills or developmental tasks. The implications and suggestions that were drawn after comparisons among the above mentioned countries are as follows. First, with regard to the goals of curriculum for students with intellectual disabilities, it is necessary to be the same as the goals of general curriculum but it is also desirable to state with adding educational goals reflecting the differences in the aspects of the contents methods of education. Second, the curriculum in special education classrooms should focus on the more necessary activities to cultivate the ability of solving the daily life problems than choosing either life skills or developmental tasks. And as in America, Australia, and Sweden, the agencies concerned are asked to develop proven programme suitable for special education curriculum and deployable for the students with intellectual disabilities. Third, Korea is a country which has the most annual school days i.e. 220 days but its annual school days are expected to be lower with being changed into a new 5-day school week system. But there is still a need to adjust the academic calendar drastically because the February classes except the spring break are inefficient as the new academic year begins on March and final exam is implemented before the winter break. Forth, it is encouraged that Korea place the students who has not disabilities so far but can not adapt themselves to the school education under the category of special education. There should be also a special and proper support system for non-categorical children like children from multi-cultural family, abused children, and children with emotional instability and negligence of study because of divorce or digamy of their parents. Finally, it is required to change social attitude toward disabilities and special education and continuing administrative and financial support. Likewise a national-wide supports should be put into developing teaching materials and capabilities of teachers in order to achieve the various and individualized education guidances.