개정된 장애인 등에 대한 특수교육법과 정서·행동장애 관련 교육 과제

Abstract

This research is related to innovative practices article. The purpose of this article is to analyse the essential elements of the reformed “Special Education Law for People with Disabilities,2008” in educational contents of people with emotional and behavioral disabilities. A major focus of the reauthorization law is to provide an age-wide special education in Korea. For the people with emotional and behavioral disabilities, the current assessment standards should be provided age-wide norms. However, we can not find the clear age-wide definitions of EBD. Another issue addressed by the author of the article about the SLPD 2008 is People-First Language. As Downing(2007) suggested many current advocates and professionals for people with disabilities have emphasized the need to use language that respects each individual, placing the person first, instead of disability. In case of the SLPD 2008, especially they failed to provide respects for the individuals with developmental delay. In relation to the educational issues of the people with emotional and behavioral disability, the SLPD 2008 gaves the example of language style that does not place people first. The author of the article introduces what is perhaps the most critical question is why should we use the non-friendly term “handicapped infant” instead of “infant with developmental delay”. In conclusion, detailed describing are provided for creating the next reformed special education law for people with disabilities. The SLPD 2008 is aimed at expansion of age-wide special education programs. In age-wide assessment systems, professionals and specialists of EBD should be involved instead of medical doctors. Finally, to prevent the pervasive emotional stigma for children and families the term “handicapped infant” in the SLPD 2008 must be disregarded.