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보편적 학습설계에 대한 초등학교 교사의 인식 조사 원문보기

  • 저자

    장효미

  • 학위수여기관

    공주대학교 특수교육대학원

  • 학위구분

    국내석사

  • 학과

    초등특수교육전공

  • 지도교수

    전병운

  • 발행년도

    2014

  • 총페이지

    iii, 56장

  • 키워드

    보편적 학습설계 UDL Universal Design for Learning;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534465&outLink=K  

  • 초록

    The principle of universal design for learning is significant for not only students with special needs but also other students including various learners in order to realize education. Universal design for learning provides diverse and flexible presenting ways to support cognitive learning of students and gives expression and practice ways to support strategic learning. It also offers a choice for the involvement to support emotional learning. The active participation of general education as well as special education is needed to apply for universal design for learning. The teachers' understanding of universal design for learning should be in the first place. The purpose of this study is to examine elementary school teachers' perception, need, and performance about universal design for learning through this survey. It is also to see the perception level about the possibility of applying for universal design for learning in practice. The participants of this study are teachers in Gyeonggi and Chungnam. 200 of questionnaires were sent to general education teachers and 131 of them were returned. 59 of 100 questionnaires sent to special education teachers were brought back. A total of 190 questionnaires were analyzed. The results of this study are as follows: First, elementary school teachers' perception about universal design for learning was poor in general. The perception level of special education teachers was higher than general education teachers' Second, the subjectives recognized that universal design for learning were needed in education practice. General education teachers have more needs of universal design for learning than special education teachers. Third, general education teachers thought the practice level of emotional support was higher than the level of cognitive and strategic support. Fourth, the participants recognized the possibility of applying for universal design for learning in education practice moderately. school wide changes including education goals, initial setup for curriculum, ways of evaluation and so on are prior to apply for universal design for learning in practice.


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