UN의 통합교육 제안과 통합교육 개념의 확립과 확장의 필요성 = The Proposal of Inclusive Education from the United Nations, and The Need to Establish and Extend a Concept of Inclusive Education

국문 초록 (Abstract)

본 연구는 UN의 통합교육 제안을 바탕으로 개념 확립과 확장의 필요성을 알아보고자 했다. 연구목적은 첫 째, UN의 교육적 제안에 따른 통합교육 관련 조치, 둘째, 통합교육 개념 정립의 문제와 오해의 이유, 셋째, 통 합교육의 개념 확장의 필요성에 두었다. 연구방법은 문헌연구로 통합교육관련 문헌과 유네스코에서 발행하는 논문과 서적을 주로 이용하였다. 연구결과는 첫째, 유네스코에서의 Inclusion 교육의 제기로는 1994년 살라망 카 선언과 행동 강령, 2006년 장애인 권리 협약을 중심으로 통합교육을 인권과 권리의 차원에서 모두를 위한 학교, 특별한 교육적 요구 등으로 이해되며, 2015년 유엔 지속가능한 개발 정상 회담 후 지속 가능한 개발을 위한 2030 아젠다가 5개 분야 17개의 행동 목표로 지정되어 통합사회를 향한 전지구적 실천으로 질 높은 교 육을 모두에게 실천할 것을 목표로 하고 있다. 둘째, 통합교육에 대한 개념은 개념을 정의하는 학자 또는 국가 에 따라 일치하지 않으며, 실제적 오해가 나타나는 이유로는 각 국가의 상황에 따른 대처 방법의 차이, 일반교 육제도의 참여 수준, 최중도 장애아동의 포함 문제를 찾을 수 있었다. 셋째, 통합교육의 확장을 위해서 Inclusive 교육, 통합에 대한 전폭적인 지지, 통합의 부정확한 이해의 피해자는 아동, 학교 제도 개선의 노력이 필요한 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the need to establish and expand a concept based on the suggestion of inclusive education from the United Nations. The research objective was put on, first, a measure relevant to inclusive education according to an educational proposal from the United Nations, second, a reason for a problem and misunderstanding about establishing a concept of inclusive education, and thirdly, the necessity of extending a concept of inclusive education. As a research method corresponds to a literature review, it was mainly used the literature related to inclusive education, and the theses and books published by UNESCO. As a result of the research, first, the suggestion of inclusive education from UNESCO is understood the inclusive education as a school for all with a special educational demand in the dimension of the human rights and the rights focusing on the 1994 Salamanca declaration and code of conduct and on the 2006 Convention on the Rights of Persons with Disabilities. The 2030 agenda for the sustainable development following the United Nations Sustainable Development Summit 2015 was designated with 17 action goals in 5 areas, thereby aiming to practice the high-quality education for all through the global practice toward the inclusive society. Second, a concept of inclusive education is not consistent depending on the scholar or the country that defines the concept. A cause for the appearance of substantial misunderstanding could be found the problems such as a difference in a coping method according to a situation of each country, as a participation level of the general education system, and as the inclusion of children with profound disabilities. Thirdly, to expand inclusive education, the needs were indicated to contain a complete support for inclusive education and for integration, and an effort to improve a school system as the victim of an inaccurate understanding of integration is a child.

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