초록/요약

Objectives The purpose of this study is to explore curriculum redesign experiences of special education teachers and supports for effective curriculum redesign. Methods Considering this purpose, is, individual in-depth interviews were conducted with 10 elementary, middle, and high school special teachers who had more than 3 years of experiences in curriculum redesign. The interviews were conducted non-face-to-face using Zoom in consideration of the COVID-19 situations, and the reliability was confirmed after all the interview contents were transcribed. After that, the collected data were analyzed using constant comparative analysis. Results As a result of the analysis, the following 7 major themes were emerged along with 30 subthemes: (1) methods to implement curriculum redesign, (2) outcomes of curriculum redesign, (3) influencing factors in curriculum redesign (4) barriers in teacher personal level about curriculum redesign, (5) environmental barriers in curriculum redesign, (6) methods to overcome of the barriers, and (7) supports for curriculum redesign. Conclusions Based on the findings, supports for enhancing special education teachers’ capacities to redesign curriculum were discussed as follows: (1) establishing practical cooperative environments for curriculum redesign through professional learning communities, (2) enhancing professional development for curriculum redesign, (3) doing research on field-based curriculum and curriculum redesign, and (4) increasing the number of special education teacher and improving educational environments