본 연구는 교사가 통합학급 운영 시 장애학생으로 하여금 의미있게 통합학급 활동에 참여하도록 하기 위하여 시행하고 있는 교육과정 수정 실태와 교육과정 수정에 대한 교사들의 요구를 조사하여 분석하였다. 이를 위해서 서울과 경기, 충남 지역의 통합학급 교사를 대상으로 통합학급에서 실제로 적용하고 있는 교육과정 수정 실태와 교육과정 수정에 대한 인식, 그리고 교육과정 수정과 관련된 요구를 조사하여 각 요인별로 분석하였다. 본 연구는 통합학급 교사들의 요구를 반영한 통합학급 교육과정 운영 자료 및 통합학급 교사 연수 내용 구성의 기초 자료를 제공하는데 연구의 의의가 있다.The purpose of this study is to investigate regular education teacher's perceptions, implementation and needs of instructional adaptation for students with disabilities in inclusive classroom. Data collection was conducted through a questionnaire. We gathered opinions of 45 elemantary school teachers, 4 middle school teachers, 3 high school teachers who have taught students with disabilities in the region of Seoul, Gyeonggi-do and Choong-nam.
The result of the study are as follows.
First, majority of teachers responded that they gave high ratings to interaction of nondisabled and disabled children, peer tutoring, instructional contents and reinforcement strategies for positive behavior, functional instructional objectives, curriculum-based assessment.
Second, for effective inclusive education, majority of teachers wanted in-service teacher training about instructional adaptation, reduction of class size, supports from special education teachers. And teachers wanted instructional materials for exceptional students in their classroom.
This study can become valuable when special education teachers consult curriculum for students with special needs, and work closely with inclusive classroom teacher.
Conclusions and suggestions for future studied were addressed.