The purpose of this study is to investigate the similarities and differences of disability contents in elementary school social studies and moral textbooks of 2007·2009 revised curriculum. Specific research problems are as follows. First, what are the similarities and differences between the frequency of disability-related content in the 2007·2009 revised textbooks of elementary schools? Second, what are the similarities and differences between the types of disabilities shown in the 2007·2009 revised textbooks of elementary schools? Third, what are the similarities and differences between the disabled and the disabled in the textbooks of the 2007 revised and 2009 revised elementary schools? Fourth, what are the similarities and differences in the types of presentation of learning contents related to the disability understanding education presented in the 2007·2009 revised textbooks of elementary school?
The subjects of this study are 37books of social studies and moral textbooks applied in 2007·2009 revision curriculum. Based on the results of analyzing the artwork, photographs, disability - related illustrations and language data in textbooks, the conclusions are as follows.
First, the frequency of disability-related contents in the 2007·2009 revised elementary school social studies and moral textbooks is not much different, but the frequency of 'human rights' related exposures in the revised textbooks in 2009 is considerable part of the revised textbooks. It is easy to teach contents.
Secondly, there are only five types of disabilities that are common in the 2007·2009 revised elementary school social studies and moral textbooks: vision, hearing, delay, health, and other disabilities. In fact, intellectual disability, which is the most common type of special education students in the community, appears only twice (2.5%) in the 2009 revised elementary school moral textbooks.
Third, although the content of disability-related contents as a beneficiary still occupies much in social studies and moral textbooks of 2009 revised elementary school, the figure of people with disabilities as citizens or neighbors who make a community life together with people with disabilities than 2007 revision, It is analyzed that it has improved positively in education.
Fourth, there is no difference in the type of disability understanding learning presented in the 2007·2009 revised elementary school social studies and moral textbooks. However, unlike the 2007 revised elementary school moral textbooks, 2009 revised elementary school moral textbooks did not show any role play.
In order to correct the problems revealed in the study, the revised curriculum textbook of 2015 should deal more with disability - related illustrations and language data in order to instill proper awareness and attitude toward disability. In addition, various types of disabilities that can be actually encountered in the education field are described and should be used as basic data for understanding the disability.