이 연구는 통합학급을 담당하고 있는 통합학급교사와 특수교사들을 대상으로 보편적 학습 설계에 대한 인식과 실행 정도를 알아보기 위하여 실시하였다. 연구의 목적을 위하여 3년 이상 통합학급을 운영해 오고 있는 일반교사 3명과 특수교사 2명을 대상으로 개별적 심층면담을 실시하였고 질적 연구 방법을 통하여 면담 자료를 분석한 결과, 연구 문제와 관련된 2개의 주제와 8개의 관련 범주가 도출되었다. 연구 결과, 연구 참여 교사들은 보편적 학습 설계에 대한 정확한 개념을 인식하지 못하고 있었으며 다양한 원리에 대해서도 잘 알지 못하고 있는 것으로 나타났다. 그러나 통합교육 상황에서 보편적 학습 설계를 실행하고 있는 것으로 나타났는데 이는 보편적 학습 설계의 개념과 원리를 알고 적용하는 것이 아니라, 통합교육을 실행하는 방법론적인 접근이 보편적 학습 설계의 원리와 일치하는 것에서 기인하고 있는 것으로 밝혀졌다. 통합교육 상황에서 가장 많이 적용하고 있는 보편적 학습 설계의 원리는 상호작용을 통한 공동체 인식과 공평한 사용인 것으로 나타났다. 보편적 학습 설계를 실행하는데 가장 어려운 점은 교사 자신들이 보편적 학습 설계의 원리와 구체적인 적용방법을 모른다는 것과 교사간의 협력이 이루어지지 않는다는 점이라고 밝혔다. 이와 같은 결과를 토대로 향후 보편적 학습 설계의 활발한 실행을 위한 교사의 역할과 과제에 대하여 논의하였다.
The purpose of this study was to find out the degree of recognition and implementation of inclusive education teachers and special education teachers for universal design for learning. In-depth interviews for five teachers who have been in charge of inclusive classes for more than three years at least were done for the purpose of this study, and two subjects and eight sub-categories related to this study were drawn up through a qualitative analysis. The teachers were found to perform the universal design for learning in the context of inclusive education. It was not because the teachers knew the concept and principles of universal design for learning well but because the methodological approach they used in inclusive education was incidentally in agreement with the principles of universal design for learning. The principles of universal learning applied the most in the context of inclusion education were found to be a community spirit and fair application through interactions among the students and teachers as well. The participants told the most difficult things in performing universal design for learning were that they did not know the principles of it and did not know how to apply it properly and also they did not know how to work together for it. In conclusion, some efficient teacher training for better understanding the principles and application of universal design for learning needed to be developed and cooperation among teachers for it needs to be promoted.
The purpose of this study was to find out the degree of recognition and implementation of inclusive education teachers and special education teachers for universal design for learning. In-depth interviews for five teachers who have been in charge of inclusive classes for more than three years at least were done for the purpose of this study, and two subjects and eight sub-categories related to this study were drawn up through a qualitative analysis. The teachers were found to perform the universal design for learning in the context of inclusive education. It was not because the teachers knew the concept and principles of universal design for learning well but because the methodological approach they used in inclusive education was incidentally in agreement with the principles of universal design for learning. The principles of universal learning applied the most in the context of inclusion education were found to be a community spirit and fair application through interactions among the students and teachers as well. The participants told the most difficult things in performing universal design for learning were that they did not know the principles of it and did not know how to apply it properly and also they did not know how to work together for it. In conclusion, some efficient teacher training for better understanding the principles and application of universal design for learning needed to be developed and cooperation among teachers for it needs to be promoted.
