Article

초등학교 통합교실의 장애 학생을 위한 평가적합화에 대한 교사 인식

정주영1, 신현기1
Joo Young Jeong1, Hyun Ki Shin1
Author Information & Copyright
1단국대학교
1Dankook University

ⓒ Copyright 2001, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License (http://creativecommons.org/licenses/by-nc-sa/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Published Online: Dec 31, 2001

ABSTRACT

The purpose of this research was to examine elementary school teachers ' perception in evaluation adaptation in elementary inclusive classrooms. We studied up on research tasks by such statistical analysis as frequency analysis, χ2, and regression analysis to the checklist on evaluation adaptations in elementary inclusive classrooms. Results of this research were as follows. First, most teachers answered that a good few strategies had helpfulness, feasibility, and fairness.

But, the practical usage degree was responded low. Second, prior knowledges of evaluation adaptation were independent of the practical usage degree of evaluation adaptation strategies. Finally, such variables as helpfulness, feasibility, and fairness were appropriate for predicting the practical usage degree of evaluation adaptation. Thus, the feasibility of strategies was the foremost predictable variables on the practical usage degree of evaluation adaptation.

Keywords: instructional adaptation; evaluation adaptation; curricular modification; curricular accommodation; inclusion; students with a disability