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A Narrative Inquiry Study on Elementary Special Education Teachers' Experiences of Differentiating Mathematics Curriculum in Special Elementary School for Intellectual Disabilities

[Purpose] This study is designed to look into any feasibility of instructional adaptation at special intellectual disabilities special schools, which are currently facing difficulties in applying the curriculum due to various disability characteristics and learning level gaps of students. [Method] In this regard, the subject for this study is that what differentiation of learning and its curriculum from the viewpoint of elementary class teacher of special-education school for intellectual disabilities really is. To this end, this study has been exploring the experience of differentiating the learning and its curriculum of elementary special teachers by so-called “narrative inquiry method”, who are working in the elementary special-education school for intellectual disabilities. [Results] The results are follows. First, the research participants reconstructed learning group in the light of educational needs and characteristics of students. Second, despite of reconstruction and differentiated application of curriculum according to learning group, difficulties of mathematics class for students with severe or multiple disabilities are raised, so the research participants realized the need of the improvement of the basic curriculum. Third, for the shortage of knowledge of math course and development of mathematics ability was found, the research participants tried to develop the professionality of math course through the teacher community. [Conclusion] This research discusses the reconstruction of curriculum and learning environment, enhancement of the math course for the students with severe or multiple disabilities, and the way to improve the expertise of the course of teachers. Based on the discussions, it suggests the need of follow-up study about differentiation of curriculum.