지적장애학생 방과후학교 운영 활성화 방안 연구

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Study on the Activated Operating After school
for Students with Intellectual Disabilities

Kim Yang Hwa
Advisor : Prof. Kim Nam Soon, Ph.D.
Department of Special Education,
Graduate School of Chosun University

The purpose of this study is to explain the perceptions of teachers and parents on the management of after-school programs for students with intellectual disabilities the current status of the program management and suggest directions for effective management of after-school programs.
The subjects of the study were 430 teachers working in two schools for students with intellectual disabilities in S special city, two in T metropolitan city, three in P metropolitan city and two in G metropolitan city which have after-school programs and 840 parents. From 1,270 copies of the questionnaire sent out, a total of 894 were collected consisting of 313 from teachers and 581 from parents, and recovery rate was 70.4%. Of these, a total of 780 copies consisting of 257 from teachers and 523 from parents were used for the study. The other 114 copies were deemed insincere and were not used for the study.
The questionnaire was composed of questions on the perceptions of special school teachers on students with intellectual disabilities and their parents, the management status of the after-school programs, and directions for program activation.
The first copy of the questionnaire was composed of factors to meet the purposes of the study and those needed to solve the objectives of the study. To find out the participants understanding of the questions given and the problems, a preliminary study was made with 40 subjects and then the questions were revised and verified by special education experts. A total of 28 questions were created and the research was conducted from February to April in 2012.
The study investigated the social and demographic characteristics of the subjects using ten questions. The questionnaire was made up of 28 questions consisting of: thirteen on the teachers and parents's perceptions of after-school programs, six on after-school program management, and nine on program activation plans.
The study analysed the data collected using the SPSSWIN 18.0 program package. To find out the general tendencies of each variable, the means and standard deviations were obtained through a technical analysis. Through an independent t-test and an one-way Anova, differences between the groups were analysed. For items with significant differences between groups after the one-way Anova, a Tukey HSD analysis was conducted. For differences in other quality variables between teachers and parents, a Chi-square test was conducted.
The results of the study are presented as follows: First, both groups had high perceptions on the after-school programs for those with intellectual disabilities. With respect to teachers' perceptions according to background variables, there was no difference according to sex or age. In sub-areas of these within the special education career, teachers with less than 10 years of career experience had higher perceptions on the after-school programs than those with more than 11 years of career experience.
When perceptions on the program management were analysed according to schools they belonged to, those who work in their major departments in special schools had higher perceptions of the programs than those working in special elementary, middle, and high schools. The teachers with a lot of experience had higher perceptions of programs than those with no experience. There was no difference between two groups in perceptions according to task experiences in after-school programs.
According to the background variables of the parents, female parents had higher perceptions of the sub-areas of the programs than male parents. According to the sex of students, female students had higher perceptions on the diversity of the programs than the male students. When the differences in perceptions according to relations with students were analysed, it was discovered that guardians had higher perceptions of the programs than parents or grandparents.
For differences in perception of the programs according to schools the subjects belonged to, teachers who worked in major departments of special schools had higher perceptions of the programs than those who worked for special elementary, middle, and high schools.
When the perceptions of the subjects on the management areas were compared, both of them perceived that the program improved students' abilities to support themselves and to adjust to real life, and parents had higher perception of desired programs related to future jobs.
The subjects perceived that guardians could take part in more social activities and leisure time as their children took part in after-school programs, and thought that special teachers were more appropriate as instructors in adjusting training and field trip programs than invited instructors. The teachers and parents responded that the programs contributed to a successful school life, integration in the community, and rehabilitation, and the parents showed higher response rates than the teachers. The subjects perceived that programs should consider the vocational and occupational education of students in major departments and the response rate on communication with instructors was low.
In choosing programs, the subjects wanted the programs to be connected to future vocations of the students, and suggested that programs be opened on weekends and that it is appropriate for classes to be organized considering the levels of the students.
To the question of whether respondents thought the programs were developed based on the developmental characteristics of those with disabilities, both the groups responded that they were not that satisfied. The teachers had higher perceptions on the reduction of private education expenses due to after-school programs than the parents, but satisfaction in the program management was not that high. With respect to the management status of the programs, 81.4% students participated in them. Most of them responded that they have to participate in them to develop their talents and special aptitudes. Then, they responded that they participated in the programs to reduce educational expenses and to meet diverse educational needs.
As for the reasons some did not participate in the programs, the teachers responded that those had serious disabilities and had difficulty with day-long education and there were no appropriate programs for them in good order. The parents responded that the children had serious disabilities, there were no appropriate programs for them and they had difficulty in day-long education in good order.
It is suggested that the programs can support students to enhance their talents, special aptitudes, social adjustment and emotional stability. achieved through participation in the programs. Both of the groups responded that students' talents and special aptitudes had improved and the parents showed higher rates in their responses than the teachers.
Satisfaction levels for the programs were not very high. The reasons for the lack of satisfaction were the difficulty in selection for the diverse programs, a poor understanding of the instructors on disabilities, the low quality of the experts, and the lack in individualized education. The parents selected the after-school programs themselves considering characteristics of their children and the teachers selected them based on parents' recommendations. Most of the parents responded that they selected them based on information from promotion pamphlets, placards, or newsletters published by the institutes. As after-school programs which support whole-person development of students and contribute to enhancing the living quality, vocational education, and ability in crafts, arts and music such as Nanta were considered.
The teachers and parents responded that diverse programs which reflect their educational needs sufficiently should be developed for successful management of after-school programs which can enhance the living quality of students with disabilities. The response rate to the suggestions that individualized and customized education should be given and administrative and financial support for things such as expansion of classrooms and having enough teaching aids are needed was the highest. In terms of the activation of the after school program, the subjects showed the higher rate of the response to the question that the program should contribute to higher living quality in students with disabilities and an active support policy should be developed through an enactment of laws and regulations on after-school programs. The subjects responded that communication with local people should be encouraged through presentations and exhibitions.
There were responses that non-profit organizations or national and public institutes should lead in after-school programs, and educational facilities and human resources should be supplemented through connection with community institutes. The response rate to the question that diverse programs which consider developmental properties, disability degree and differences in ability and meet the needs of students and parents should be developed and activated was very high. The subjects responded that facilities for after-school programs should be moved closer to residential areas and financial support should be given by the government. They were very responsive to the suggestion that prior education to facilitate the understanding of disabilities should be given to invited instructors and specialized instructors and the human resource system should be expanded.
Alternative Title
Study on the Activated Operating After-school for Students with Intellectual Disabilities
Alternative Author(s)
Kim Yang Hwa
조선대학교 대학원
일반대학원 특수교육학과
Awarded Date
Table Of Contents


Ⅰ. 서 론 1

1. 연구의 의의 1
2. 연구의 목적 7
3. 용어의 정의 8

Ⅱ. 이론적 배경 9

1. 방과후 학교 교육활동 9
2. 방과후 학교 운영의 국제적 현황 47
3. 선행 관련연구 탐색 88

Ⅲ. 연구 방법 100

1. 연구 대상 100
2. 연구 도구 102
3. 연구 절차 111
4. 자료 처리 112

Ⅳ. 연구 결과 114

1. 지적장애학생 방과후 학교 활동 운영에 대한 교사․학부모의 인식 수준 114
2. 지적장애학생 방과후 학교 활동 운영 실태 126
3. 지적장애학생 방과후 학교 활동 운영의 활성화 방안 134

Ⅴ. 논 의 139

1. 방법의 논의 139
2. 결과의 논의 151

Ⅵ. 결론 및 제언 186

1. 결 론 186
2. 제 언 191

참고문헌 193

부 록 211

1. 방과후 학교 활동 운영 활성화 방안 설문 조사지(교사용) 211
2. 방과후 학교 활동 운영 활성화 방안 설문 조사지(학부모용) 218
3. 방과후 학교「초․중등교육법」개정 입법 추진 일람표 225
4. 방과후 학교 관련 교육연감 주요 내용 226
5. 교사의 인식 선행 관련연구 분석표 230
6. 학부모의 인식 선행 관련연구 분석표 233
7. 교사․학부모의 인식 선행 관련연구 분석표 236
8. 발전 및 활성화 방안 선행 관련연구 분석표 239
조선대학교 대학원
김양화. (2013). 지적장애학생 방과후학교 운영 활성화 방안 연구.
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General Graduate School > 4. Theses(Ph.D)
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