정서·행동장애 학생의 성공적인 통합교육 실현을 위한 대안 모색
Alternatives for Full Inclusion of Students with Emotional and Behavioral Disorders in South Korea
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정서 및 행동장애학생들을 성공적으로 통합하는 전략과 조건들을 명확하게 정의하지 못하면 정서 및 행동장애학생들 자신에게도 역효과를 가져올 뿐만 아니라, 이들과 통합이 되는 일반 학생들에게도 잠재적으로 해로운 영향을 미칠 수 있다. 본 연구에서는 새로이 제정된『장애인 등에 대한 특수교육법』와 『제3차 특수교육 발전 5개년 계획(’08~’12)』을 근거로 한 정서 및 행동장애학생의 교육적 배치와 통합 교육 정책을 살펴보았다. 아울러 정서 및 행동장애 학생의 통합교육과 관련된 국내외 관련 문헌을 분석함을 통해 정서 및 행동장애학생들의 성공적인 통합교육 실현과 관련된 변인들(교육과정, 교사, 또래, 관련기관 및 전문가 변인)을 분석하였고, 각 변인별 효율적인 대안을 제시하였다.
Abstract
The failure to identify strategies and conditions that promote the successful integration of students with emotional and behavioral disorders would not only be counterproductive for these students but potentially harmful for their peers, as well. The purpose of this article is to explore two relevant issues in relation to the education of students with EBD in South Korea. First, this article examines determining appropriate placement and the educational policy for students with EBD that follow regulation put forth under the 『the Special Education Law for People with Disabilities or Other Special Needs』 and 『The 3th Special Education Development Plan(’08~’12)』. Second, this study tries to specify some critical variables of full inclusion of students with EBD in South Korea. And to propose alternatives.
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