발달장애아동의 사회통합을 위한 통합교육 방략 = A Study on the Management of Fully Inclusive Education in Korea Special Education

다국어 초록 (Multilingual Abstract)

The purposed of this study is to provide a historical background of special education and full inclusive education, paradigm shifts and school reconstruction. Special education required in society shall be integrated with normal education. Education based on the objectives and microscopic views currently used, following realism, positivism and determinism has neglected qualitative aspects such as personal existence, intention, and decision making. In general, what should be of fully inclusive education is discussed in the following aspects : First, it fits the assurance of fundamental human rights and social justice pursued by most countries . “People have their own personalities and personal rights, and have rights to be provided public education, and countries have duties and responsibilities to educate people properly according to the rights given them. Second, ”education is natural in terms of a constitution that is based on equity and the integration of curriculum for school education is naturally pursued for social integration and proper education. In modern society where scientific technologies dominate living and people live beyond time and space, separate living and learning due to the mental and physical disabilities is not required anymore.
Third, it complements a society in the development of social welfare system. The focus on the welfare society is given on the integration of the isolated. For this, students with disabilities need to acquire necessary technologies and methods for regular living along with non-disabled students.
Inclusive education aims to establish systems in which subjects of special education are arranged in regular classes and considers special schools and classes as institutions which are in charge of adjustment training and support for inclusive education. It tries to change the established arrangement of ( special classes → special schools → regular classes ) into a new one ( regular classes → special classes → special schools ).
The Korean government established the basic research and planning in special education as one of the policies of special education which meets the social demands of the 21st century for national special educational institutions.
As many students with disabilities as possible should be accepted to regular schools and for this, an essential environment, facilities and faculty should be avaiable. Specifically, special classes should provide convenient access for students with disabilities and convenient facilities such as toilets for the disabled and ramps should be expanded.
The full inclusive education is a comprehensive approach to responding to the needs of all students in a home, school and society. so following table is a comparison between exclusive and inclusive society.

국문 초록 (Abstract)

일반적으로 인간이 다른 사람들과 함께 더불어 살아가는 것을 일컬어 사회라 한다. 이러한 사회는 다양한 사람들 -이를테면 남자와 여자 등 외형적 차이는 물론 기능과 지적수준, 적응행동과 사고방식까지도 포함한-이 함께 더불어 자신과 타인의 생명을 보호하면서 보다 행복한 삶을 살아가도록 하는 이상적인 사회를 추구하기 위하여 다양한 형태의 노력들을 끊임없이 하고있다. 인간의 이러한 이상적이고 조화로운 사회를 만들기 위한 노력의 하나가 특수교육에서 주장하는 통합교육이다. 본 연구는 오랜 동안 분리교육의 대상으로 취급되어온 그리고 지금도 마찬가지인 발달장애아동의 사회통합을 위한 교육정책으로써의 통합교육방략을 모색한 것으로써, 우선 선행연구들을 통해 그 필요성과 내용을 살펴보고, 한국의 통합교육 현상을 살펴 본 후, 통합교육모델을 제시한 후 구체적인 방략을 모색한 것이다.