Analysis on Teachers’ Usage and Demands of the Common Curriculum Textbooks in Schools for the Hearing Impaired (청각장애 특수학교 공통교육과정 교과서 활용 실태 및 요구 분석)

Jang, Hyunsook (장현숙); Choi， Jaehee (최재희); Lee， Kisung (이기성); Lee， Yoonsun (이윤선); Kim， Mikyung (김미경); Cho， Yongnam (조용남)

doi:10.19049/JSPED.2019.20.4.05

Analysis on Teachers’ Usage and Demands of the Common Curriculum Textbooks in Schools for the Hearing Impaired

Journal of Special Education: Theory and Practice
Abbr : JSPED
2019, 20(4), pp.81-100
DOI : 10.19049/JSPED.2019.20.4.05
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education
Received : November 8, 2019
Accepted : December 5, 2019
Published : December 31, 2019

Jang, Hyunsook ¹, Choi， Jaehee ², Lee， Kisung ¹, Lee， Yoonsun ¹, Kim， Mikyung ³, Cho， Yongnam ⁴

¹한림대학교
²한림대학교 언어병리청각학과
³서울삼성학교
⁴충주성심학교

Accredited

ABSTRACT

[Purpose] The purpose of this study was to identified teachers’ usage and demands of the common curriculum textbooks in schools for hearing impaired and to suggest ways to improve them. [Method] A survey was conducted on 96 teachers who were teaching Korean language, mathematics, science, and social studies at elementary and secondary schools for hearing impaired students. The survey was composed of seven questions related to the usage of the common curriculum textbooks, teaching-learning materials, and teachers’demands for improvement of the textbooks. [Results] The results of this study showed that the percentages of use (more than 61%) of textbooks on Korean language, mathematics, science, and social studies were 51.3%, 82.9%, 90.9%, and 81.3% for elementary schools and 76.0%, 66.7%, 64.3%, and 73.6% for secondary schools, respectively. The low percentages of textbooks (less than 60%) were revealed due to students' lack of vocabulary and comprehension and the difficulty of textbooks, and it was found that almost all textbooks were highly reconstructed or alternative teaching-learning materials were used. There was a high demand for the development of textbooks or alternative teaching-learning materials for hearing-impaired students on all subjects. [Conclusion] Based on the study’s findings, the policy directions for developing textbooks for schools with hearing impairment should be explored.

KEYWORDS

Hearing impairment, special school with hearing impairment, common curriculum, textbook

Citation status

* References for papers published after 2023 are currently being built.

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Analysis on Teachers’ Usage and Demands of the Common Curriculum Textbooks in Schools for the Hearing Impaired

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* References for papers published after 2023 are currently being built.

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Analysis on Teachers’ Usage and Demands of the Common Curriculum Textbooks in Schools for the Hearing Impaired

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KEYWORDS

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