본 연구는 일반학생들의 장애인식 개선과 긍정적인 태도 형성에 미치는 교과서의 영향력을 인식하고, 영어교과서에 수록된 장애관련 내용이 적절하게 기술되어 있는지 살펴보고자 하였다. 이를 위해 개정 7차 고등학교 검정 영어교과서 37권을 대상으로 수록된 장애 및 장애인 관련 용어와 삽화는 어떤 특징이 있는지, 지문은 어떤 주제와 내용으로 기술되고 있는지 분석하였다. 연구의 구체적인 결과로는 첫째, 장애관련 용어는 장애 및 장애인을 지칭하는데 있어 권장하지 않는 용어로 표현하는 경우가 많았다. 둘째, 장애 및 장애인에 관한 삽화는 장애관련 저명한 인물에 관한 것이 가장 많았다. 또한, 삽화에서 보여주는 장애 유형은 지체장애가 다수를 차지하였다. 셋째, 장애 및 장애인에 관한 교과서의 지문을 추출하여 분석한 결과, 가장 많은 부분을 차지하고 있는 주제는 장애관련 저명한 인물로 주로 장애를 극복하고 뛰어난 성취를 이룬 위인들의 업적이나 생애에 관한 내용을 담고 있었다. 연구 결과를 토대로 영어교과서에 수록된 장애관련 내용의 장애인식에 관한 교육적 시사점을 제안하였다.

The purpose of this study is to analyze the contents concerning disabilities in high school English textbooks of the revised 7th National Curriculum in order to see if they have appropriate perspective and attitude toward disabilities and people with disabilities. To achieve the goals of this study, contents of 37 English textbooks were analyzed according to the three parts: word, illustration, and text. The results of the analysis are as follows. First, inappropriate words concerning disabilities were used in lots of English textbooks. Generally, when referring to people with disabilities, it is recommended to use People First Language, which emphasizes on people not their disabilities. However, words in English textbooks usually put emphasis on disabilities as well as had negative implication toward people with disabilities. Second, when it comes to illustrations’ topics concerning disabilities, they mostly described famous people with disabilities. Moreover, it turned out that they depicted people with sensory impairment predominantly such as people with physical, visual, and hearing impairment. Third, when it comes to contents of the texts, they mostly described successful people who overcame their disabilities and accomplished success. In conclusion, there were several aspects needed to be corrected and improved in high school English textbooks such as inappropriate words, illustrations, and contents of texts.

The purpose of this study is to analyze the contents concerning disabilities in high school English textbooks of the revised 7th National Curriculum in order to see if they have appropriate perspective and attitude toward disabilities and people with disabilities. To achieve the goals of this study, contents of 37 English textbooks were analyzed according to the three parts: word, illustration, and text. The results of the analysis are as follows. First, inappropriate words concerning disabilities were used in lots of English textbooks. Generally, when referring to people with disabilities, it is recommended to use People First Language, which emphasizes on people not their disabilities. However, words in English textbooks usually put emphasis on disabilities as well as had negative implication toward people with disabilities. Second, when it comes to illustrations’ topics concerning disabilities, they mostly described famous people with disabilities. Moreover, it turned out that they depicted people with sensory impairment predominantly such as people with physical, visual, and hearing impairment. Third, when it comes to contents of the texts, they mostly described successful people who overcame their disabilities and accomplished success. In conclusion, there were several aspects needed to be corrected and improved in high school English textbooks such as inappropriate words, illustrations, and contents of texts.

High School English Textbook, Disabilities, Content Analysis