The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Social Studies Textbooks Application for Universal Design for Learning for Students with Disabilities

장애학생 통합교육 사회과 교수·학습자료의 보편적 학습설계 적용 분석

  • Lee, Okin (Dept. of Secondary Special Education, Jeonju Univ)
  • 이옥인 (전주대학교 중등특수교육과)
  • Received : 2021.09.10
  • Accepted : 2022.01.08
  • Published : 2022.01.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

이 연구에서는 장애학생을 위한 통합교육 사회과 교수·학습자료가 보편적 학습설계 측면에서 어떻게 구현되었는지 살펴보았다. 분석을 위해 2015 개정 교육과정 초등학교 사회과 3~6학년까지 일반 교과서 내용을 장애학생을 위해 교수적합화(adaptation)한 「장애학생 통합교육 교수·학습자료: 사회과」교재를 선정하였다. 사회과 3~6학년 교재의 세부영역은 일반사회, 지리, 역사이며 총 20개 단원을 분석하였다. 내용분석기준은 CAST(2018)에서 제시된 UDL 3개 원리에 따른 9개 항목을 기준으로 하였다. 연구결과 사회과 교수·학습자료는 다양한 행동과 표현수단의 제공 원리가 가장 많이 적용되었으며, 다양한 표상수단의 제공 원리와 다양한 참여수단의 제공 원리 순으로 적용된 것으로 나타났다. 이러한 결과에 입각하여 이 사회과 자료는 통합교육 환경에서 특수교사나 교과서를 개발하는 교사들이 장애학생을 위한 교육과정과 수업을 설계하는 가르치는 자원으로 활용할 수 있음을 시사하였다.

Keywords

Acknowledgement

이 논문은 전주대학교 2021년 연구년 지원 사업에 의해 수행된 연구결과물임

References

  1. Ministry of Education, "Direction and Core Tasks of Education Policy in the Era of Artificial Intelligence: The way for Korea's Future Education to Move Forward," Sejong: Author, 2020.
  2. Y. Seol, "Transformational Competency-Based Education According to Future-Oriented Educational Design Plans," Korean Journal of General Education, Vol. 14, No. 3, pp. 25-38, 2020. https://doi.org/10.46392/kjge.2020.14.3.25
  3. Ministry of Education, "2020 Special Education Statistics," Sejong: Author, 2020.
  4. Ministry of Education, "Special Education Act for Individuals with Disabilities and Others," Act No. 8852, 2008.
  5. Ministry of Education, "2015 National Curriculum: Social Studies," Sejong: Author, 2015.
  6. C.K. Curtis, "Social studies for students at-risk and with disabilities," In Shaver, J.P. (Ed.), Handbook of research on social studies teaching and learning (pp. 157-174)," NY: Macmillan, 1991.
  7. B.R. Gearheart, J.A. DeRulter, and T.W. Sileo, "Teaching Mildly and Moderately Handicapped Students(pp. 294-296)," NJ: Prentice-Hall, 1986.
  8. D.P. Hallahan, J. M. Kauffman, and P. Pullen, "Exceptional Learners: Introduction to Special Education (11th ed.)," Boston: Allyn & Bacon, 2009.
  9. J. Passe and J. Beattie, "Social Studies Instruction for Students with Mild Disabilities: A Progress Report," Remedial and Special Education, Vol. 15, No. 4, pp. 227-233, 1994. https://doi.org/10.1177/074193259401500404
  10. N. Park, "Principles and Application Method of UDL for Participation of Students with Disabilities on Social Studies Classes in Inclusive Class," Research in Social Studies Education, Vol. 20, No. 2, pp. 45-69, 2013.
  11. S. Choi, J-H. Jung, and S. W. Jung, "Concept and Procedures of Qualitative Content Analysis," Journal of Qualitative Inquiry, Vol. 2, No. 1, pp. 127-155, 2016.
  12. T.E. Hall, A. Meyer, and D.H. Rose, "Universal Design for Learning in the Classrooms: Practical Applications," NY: The Guilford Press, 2012.
  13. Center for Applied Special Technology, "Universal Design for Learning guidelines (Version 2.2)," Wakefield, MA: Author, 2018.
  14. J. Lee and S. Lee, "The Effects of Universal Design for Learning in Elementary Social Studies Classes on Interest of Learning Social Studies, Acceptance of Students with Disabilities, and Social Status of Students in Inclusive Classrooms," The Journal of Elementary Education, Vol. 32, No. 3, pp. 297-326, 2019. https://doi.org/10.29096/JEE.32.3.13
  15. National Institute of Special Education, "Teaching and Learning Materials for Inclusive Education of Students with Disabilities: Grade 3 Social Studies," Seoul: MiraeN, 2018. https://textbookmall.mirae-n.com
  16. National Institute of Special Education, "Teaching and Learning Materials for Inclusive Education of Students with Disabilities: Grade 4 Social Studies," Seoul: MiraeN, 2018. https://textbookmall.mirae-n.com
  17. National Institute of Special Education, "Teaching and Learning Materials for Inclusive Education of Students with Disabilities: Grade 5 Social Studies," Seoul: MiraeN, 2019. https://textbookmall.mirae-n.com
  18. National Institute of Special Education, "Teaching and Learning Materials for Inclusive Education of Students with Disabilities: Grade 6 Social Studies," Seoul: MiraeN, 2019. https://textbookmall.mirae-n.com
  19. O, Lee, "Analysis of Science and E-book Application for Universal Design for Learning for Students with Disabilities," The Journal of the Convergence on Culture Technology (JCCT) Vol. 6, No. 4, pp. 9-14, 2020. http://doi.org/10.17703/JCCT.2020.6.4.9
  20. S. Choi, J-H. Jung., and S. W. Jung, "Concept and Procedures of Qualitative Content Analysis," Journal of Qualitative Inquiry, Vol. 2, No. 1, pp. 127-155, 2016.
  21. World Wide Web Consortium, "Web Content Accessibility Guidelines 2.1," World Wide Web Consortium, 2018. https://www.w3.org/TR/WCAG21