특수학교 재구조화 모델 개발 및 적용 방안 탐색 : 강원도 춘천시 소재 특수학교를 중심으로
Exploring the Development and Implementation of a Restructuring Model for Special Education Schools
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[목적] 본 연구는 강원지역의 요구와 실정을 바탕으로 특수학교의 전반적인 체제 측면에서 변화와 재조직을 위한 접근 틀(framework)이 되는 특수학교 재구조화 모델을 개발하고, 실제 사례를 통해 모델의 적용 및 실행방안을 모색하였다. [방법] 이를 위해 교사와 학부모를 대상으로 인식 조사를 실시하였으며, 관련 쟁점, 요구 및 방향을 한층 더 구체화하고자 지역 특수교육 전문직과의 심층 면담을 실시하였다. 전반적인 특수학교의 체제를 어떻게 재구조화할 것인지를 접근하는 틀로서 모델을 개발하였고, 외부 전문가 7인이 모델의 타당성을 검토하였다. [결과] 첫째, 학교의 물리적 시설․환경 개선, 장애유형 및 정도와 교육적 요구 등 학생의 실태를 고려한 교육과정 운영의 필요성을 인식하였다. 재구조화의 방향으로 각 학교의 특성에 맞는 운영체제의 변화와 그에 따른 교육의 중점 및 역할․기능을 강조하는 것으로 나타났다. 둘째, 강원 지역 특수학교 재구조화 사례 모델로는 교육과정, 의사결정, 물리적 구조 재구조화를 위한 학생 맞춤형 교육과정 운영, 특수학교 운영체제 변화와 특성화, 지역사회 내 교육 클러스터 구축, 무장애 공간 및 학습자 중심 공간 마련 등의 세부 특징을 제시하였다. 그리고 춘천시 소재 특수학교 2곳을 재구조화하기 위한 구체적인 실행방안을 제시하였다. [결론] 본 연구에서 제안한 특수학교 재구조화 모델이 지니는 의미와 적용 방안에의 시사점으로 특수학교 체제의 혁신적 변화, 모델의 확산적 적용 및 일반화, 특수교육 전달체계 고도화 및 지원의 내실화 등을 논의하였다.
Abstract
[Purpose] This study aimed to develope a restructuring framework for the special education school system in Gangwon-do based on the specific needs and conditions of the region. Restructuring implementation plans were also explored. [Method] A survey of teachers and parents were conducted, and local special education professions were interviewed in-depth to refine the relevant issues, needs, and potential directions. A model was developed as a framework for the overall school system restructuring, and the model was reviewed through consultation with seven experts. [Results] First, the necessity of curriculum in consideration of improvements in the school's physical environments and of student's needs and conditions was recognized. It was also emphasized that changes to the operating system should be appropriate to the characteristics of each school and to the main focus, roles, and functions of education. Second, the model addressed three areas: curriculum, decision-making, and physical environment for restructuring. The model’s features included customized curriculum for students, specialization of special education schools’ operating system, establishment of education clusters within the community, and establishment of barrier-free environments and learner-centered spaces. Action plans for applying this model to two special schools in Chuncheon were presented. [Conclusion] Focusing on the meaning of the model, the innovative change of the special school system, the generalization of the model, and reinforcement of the delivery and support system for special education were discussed.
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