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Á¦¸ñ : ½Ã°¢Àå¾ÖÇб³ ÃʵîÇб³°úÁ¤ ½Ã°¢Áߺ¹Àå¾ÖÇлýÀÇ ½ÇÁ¦ ¼ö¾÷¿¡ ´ëÇÑ ±³»ç ÀÎ½Ä ÀúÀÚ : ÁÖÇý¼±, ÀÌÇرÕ
¹ßÇàÇÐȸ : Çѱ¹½Ã°¢Àå¾Ö±³À°ÀçÈ°ÇÐȸ [ean Association For Education & Rehabilitation Of Visually Impaired]
¹ßÇàÁ¤º¸ : Á¦ 30±Ç 2È£ pp.73-91(19 pages)
¹ßÇà³âµµ : 2014

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The purpose of this research
is to provide a way to enhance the quality of theeducation for visually impaired students with additional disabilities by analyzing theclass structures in teaching such students, the applied curricula, the difficulties facedby teachers who teach such students, and the teachers¡¯ perceptions of their curricula,classes, and IP. In order to collect data, 81 educators nationwide who are teachingvisually impaired students with additional disabilities at elementary schools for thevisually impaired were asked to complete a questionnaire consisting of 26 questions.The following were able to be deduced from the research results. First, full-timeclasses composed of both visually impaired students and those with multiple impairmentswas the most prevalent type of class structure for visually impaired students withadditional disabilities, and common curriculum was most the widely used as thecourse of study. Second, there were significant differences applied the used curriculadepending on their corresponding class structures. Third, the educators pointed outthe discordance between the difficulty of the content being taught and the types andlevels of disabilities, the large diversity of the types and levels of disabilities withinthe classes, and the lack of professionalism in the class management and teachingmethods for visually impaired students with additional disabilities as the main problemsthey encountered when teaching their classes. Last, the educators responded negativelyto the question, ¡°Do you believe that the characteristics of visual impairment are included in your class¡¯s curriculum?¡±   (ÀÌÇÏ »ý·«)

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