Preface / 2

Part 1: Respond! Restructuring the Special Education Curriculum

Chapter 1 General Introduction to Special Education Curriculum ·································································································· 11
1.
The evolution of special education curriculum and its legal basis ········································11
1) Process of change ·················································································································11
2) Legal basis ····································································································17
2.
Key Contents of the 2022 Revised Special Education Curriculum ·················································19
1) Kindergarten Curriculum ·························································································24
2) Common Curriculum and Elective Curriculum ·······································································25
3) Basic Curriculum ·····························································································28

Chapter 2 2022 Revised Special Education Curriculum Details ························································· 33
1.
Characteristics of the 2022 Revised Special Education Curriculum ···········································33
2.
Key contents of each subject of the basic curriculum ································································36
1) Integrated curriculum: Good living, wise living, happy living ·················································36
2) Korean ··························································································································40
3) Society ·············································································································42
4) Mathematics ·············································································································43
5) Science ·············································································································45
6) Fruits ·············································································································46
7) Career and Occupation ································································································48
8) Physical Education ··························································································································49
9) Music ·············································································································51
10) Art ·······················································································································52
11) Selection: Information and Communication Technology Utilization ················································································53
12) Selection: Daily English ·········································································································54
13) Selection: Health ················································································································55
14) Creative experiential activities ·······················································································57
15) Daily Life Activities ···························································································59

Chapter 3 Curriculum Restructuring Theory and Strategies .......................................................................................... 61
1.
The skills teachers need to restructure the curriculum ·················································65
2.
Types of Curriculum Restructuring ·············································································69
3.
Curriculum Restructuring Theory ···············································································73
1) Distinction between curriculum documents and materials ································································································74
2) Curriculum Restructuring Process ················································································76
3) Curriculum Restructuring Process for Teacher Education Curriculum Development ··································77
4) Reconstruction according to the backward design model ·····························································82
5) Restructuring according to concept-based curriculum design ·································································91

Meet Part 2: Special Education Curriculum Restructuring Classes!

Chapter 1: Restructuring the Curriculum within the Subject ································································································· 107
1.
Sanction-Centered Curriculum Restructuring and Teaching and Learning Design ·················································107
1) Step 1: Select the sanctions to be reconstructed.
···································································108
2) Step 2: Set the purpose and intention of the reconstruction.
··············································109
3) Step 3: Analyze the learner's level.
·····························································109
4) Step 4: Develop a sanctions-centered curriculum thematic network (medium selection) ··············111
5) Step 5: Create a sanction-centered curriculum restructuring and structure table.
···············112
6) Step 6: Create a specific guidance plan centered on sanctions.
·································114
2.
Unit-by-unit curriculum restructuring and teaching/learning design for project-based learning 119
1) Decide on a project topic and create a topic network.
·······················································121
2) Plan and prepare project learning.
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3) Implement project learning.
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Chapter 2: Restructuring the Integrated Curriculum and Designing Teaching and Learning ···································· 137
1.
Restructuring the Curriculum Across Subjects ·······················································································140
1) Learner Level Analysis ·······················································································140
2) Creating a curriculum mind map for topic selection ················································································140
3) Writing reasons for topic selection and reorganization ·············································································141
4) Analysis of thematically related curriculum and unit instruction plan ·····································142
5) Establishment of a reconstructed thematic network and map plan ···············································143
6) "The Feeding Diary of the Large Carp": Reconstructing Content Across Subjects ···········145
7) Preparation and implementation of detailed lesson plans by topic ·················································146
2.
Restructuring the Curriculum Between Subjects and Creative Experiential Activities: Focusing on Human Rights Education... 148
1) Creating a creative experiential activity mind map for topic selection ·················································148
2) Writing the reasons for selecting and reorganizing the topic ················································································150
3) Extracting relevant units by topic and creating a subject-by-topic curriculum structure table ···············151
4) Creating a reconstructed thematic network ··················································································155
5) Analysis of related units and preparation of a reorganization plan ·················································156
6) Preparation and implementation of detailed lesson plans by topic ·················································157

Part 3: Cooking the Special Education Curriculum!!

Chapter 1: Restructuring the Curriculum Based on Achievement Standards ·································································································· 163
1.
The significance of restructuring the curriculum around achievement standards ·················································163
1) Analysis of Achievement Criteria ·······································································································164
2) Achievement standards and evaluation plan ··························································································166
3) Class activity composition ·········································································································168
2.
Restructuring the Curriculum: A Case Study ·················································169
1) Class Characteristics Analysis ···································································································169
2) Analysis of Achievement Criteria ···························································································170
3) Evaluation Plan ·················································································································170
4) Class activity composition ·········································································································171
5) Class execution by period ·································································································172

Chapter 2 Special School Curriculum Based on the Basic Curriculum Achievement Standards ··························· 175
1.
Classification of Achievement Standards by Subject and Grade Level ·································································176
2.
Curriculum (content) planning based on achievement standards ···········································181
3.
Curriculum Evaluation Plan Based on Achievement Standards ·····························································183
4.
Assessment techniques based on achievement criteria ················································································185
5.
Other Considerations for Implementing Teacher Education Curriculum 186

Chapter 3: Major and Class Structure Related to the Environment ····················· 189
1.
Special School Majors and Curriculum 190
1) Curriculum organization and structure ····························································································190
2) Selection of subject (food processing) achievement standards ························191
3) Curriculum (Food Processing) Content System ·································································································193
4) Grade-by-grade subject (food processing) achievement standards and guidance elements ······································195
5) Curriculum for Food Processing ··································································································197
2.
Ecological Transition Education Linked to the Food Processing Curriculum ·················································198
1) Selection of guidance content that meets the achievement standards ·······················································199
2) Ecological Transition Education Teacher Preparation Materials ································································································200
3) Ecological Transition Education Student Presentation Materials ················································································204
3.
Ecological Transition Education Linked Practice Focus ·································································205

Appendix 1: Restructuring the Curriculum for Students with Multiple Disabilities ············· 209
Appendix 2: 2022 Revised Special Education Curriculum Content Structure by Subject ················································· 244
References ····························································································································280
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