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@article{ART001807085},
author={HONG, JEONG-SUK},
title={일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2013},
volume={14},
number={3},
pages={253-279}

TY - JOUR
AU - HONG, JEONG-SUK
TI - 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사
JO - Journal of Special Education: Theory and Practice
PY - 2013
VL - 14
IS - 3
PB - Research Institute of the Korea Special Education
SP - 253
EP - 279
SN - 1598-060X
AB - The purpose of this study was to analyze the historical changes and characteristics of Japan’s education curriculum on students with intellectual disabilities, which is most similar to Korea’s basic curriculum, thereby suggesting the implications of the findings on Korea’s basic curriculum. To this end, this study has drawn the following main points. First, Japan’s curriculum on students with intellectual disabilities has the nature and status of an alternative curriculum. This curriculum consists of the contents and structures tailored to disabled students who are unable to complete general curriculums, including not only students with intellectual disabilities, but also students with severe and multiple disabilities. The curriculum has also revised its contents and standards by recognizing the progression of disabilities in terms of severity and multiplicity in students who are subject to special education. Second, while Japan’s curriculum on students with intellectual disabilities pursues originality centered on daily living, it also has a large part in common with general curriculums. Third, Japan has revised its teaching guidelines for special education support schools, including the curriculum for students with intellectual disabilities, under a unitary system that also oversees its general curriculums. Based on these results, this study discussed implications on Korea’s basic curriculum.
KW - Japan;Curriculum on students with intellectual disabilities;Basic curriculum for special education
DO -
UR -
ER -

HONG, JEONG-SUK. (2013). 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사. Journal of Special Education: Theory and Practice, 14(3), 253-279.

HONG, JEONG-SUK. 2013, "일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사", Journal of Special Education: Theory and Practice, vol.14, no.3 pp.253-279.

HONG, JEONG-SUK "일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사" Journal of Special Education: Theory and Practice 14.3 pp.253-279 (2013) : 253.

HONG, JEONG-SUK. 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사. 2013; 14(3), 253-279.

HONG, JEONG-SUK. "일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 253-279.

HONG, JEONG-SUK. 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사. Journal of Special Education: Theory and Practice, 14(3), 253-279.

HONG, JEONG-SUK. 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사. Journal of Special Education: Theory and Practice. 2013; 14(3) 253-279.

HONG, JEONG-SUK. 일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사. 2013; 14(3), 253-279.

HONG, JEONG-SUK. "일본 지적장애 교육과정 분석을 통해 본 한국 기본교육과정에의 시사" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 253-279.