장애유아 누리과정의 의사소통영역과 특수교육 초등 1-2학년 국어 교육과정의 연계성 분석

• 영문명: An Analysis on Connection between the Communicative part in the Nuri Curriculum and 1st and 2nd Elementary Curriculum for Young Children with Disabilities
• 발행기관: 한국어린이문학교육학회​
• 저자명: 배원영 정정희 윤미승
• 간행물 정보: 『어린이문학교육연구』제18권 제4호, 157~182쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.12.31

국문 초록

본 연구는 통합교육현장에서 실행하고 있는 장애유아 누리과정의 적합한 실행을 위한 노력의 일환으로 장애유아 만 5세 누리과정의 의사소통영역과 특수교육 초등 1-2학년 국어과를 중심으로 연계성을 분석하였다. 연계성 분석은 분석기준틀에 따라 연계(반복, 심화, 확장), 부분연계(역행), 비연계(소멸, 생성)로 나누어 분석하였다. 연구 결과로 첫째, 총괄목표와 하위목표의 연계성은 잘 이루어진 것으로 나타났다. 둘째, 세부내용과 내용성취수준에서 대부분 특수교육 초등 1-2학년 국어과 수준이 장애유아 만 5세 누리과정 보다 낮아 부분연계(역행)로 나타났다. 즉 장애유아 만 5세 누리과정의 의사소통영역에서는 장애유아의 특수성을 고려한 세부내용이 매우 부족한 반면 특수교육 초등 1-2학년 국어과에서는 다양한 수준의 성취기준이 제시되어 있음을 알 수 있었다. 성공적인 장애유아통합교육의 실현을 위해 장애아의 특수성을 고려한 장애유아 누리과정의 개선이 필요함을 시사하는 것이다.

영문 초록

The purpose of this study was to collect data about the adequate practice of Nuri Curriculum for disabled children taught in integrated educational environments and to analyze the connection between the communication area of the Nuri Curriculum for disabled 5-year-old children and Korean language in the special education basic curriculum for 1st and 2nd grades in elementary school. The connection analysis was conducted according to the analysis reference frame, by classifying connection(repetition, intensification, and extension), partial connection(retrogression), and non-connection(expiration, formation).As a result, first, the connection of overall and subordinate objectives between the communication area of the Nuri Curriculum for disabled 5-year-old children and Korean language in the special education basic curriculum for 1st and 2nd grades in elementary school appears to be well done. Second, in the detailed contents and level of contents achievement, most appeared as a partial connection(retrogression), where the level of Korean language in the special education basic curriculum for 1st and 2nd grades in elementary school is lower compared to the Nuri Curriculum for disabled 5-year-old children. As a result, it is difficult to find detailed contents that consider the special needs of disabled children in the communication area of the Nuri Curriculum for disabled 5-year-old children, and in comparison, it was clear that the various levels of achievement standards for disabled children are presented in the Korean language in the special education basic curriculum for 1st and 2nd grades in elementary school, starting from basic level in terms of content achievement level. In conclusion, it seems that Nuri Curriculum for disabled children lacks a special curriculum and teaching method that consider the distinct characteristics of disabled children. Therefore, it is suggested that the Nuri Curriculum needs to be improved for disabled children to achieve the successful practice of integrated education for disabled children.

목차

Ⅰ. 서 론

Ⅱ.연구방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참 고 문 헌

키워드

장애유아 누리과정 의사소통영역 Communication area of Nuri curriculum for young children disabilities 특수교육 초등 1-2학년 국어과 Special education curriculum for 1st and 2nd elementary school 연계성 Connection