지역사회중심 통합교육의 전개과정과 특수교육적 함의 : 포항 M어린이집을 중심으로

Abstract

This research, carried out by M nursery for 12 years, is concerned with the application and analysis of Community-Based inclusive education as well as the examination of its implications. 2 disabled parents, 2 school teachers, 2 non disabled children and 2 local residents participated in deeply unstructured interviews with the analysis of documents also aiding the research. The questions included the application of background and context, experience, change of thought, the relationship with the local society after the event, thus encompassing a broad range of possibilities. The results of the research included the following, Firstly, the method of management by M nursery has changed from skill specific to human specific method. Secondly, although normally participated by solely non-disabled and local residents of acquaintances, now all people from Pohang will participate. Thirdly, usually the participants’ role such as that of school teacher, included improving the skill of disabled children, yet now non-disabled and local residents’ duty as teaching assistants has been emphasized, and later on, the role of guidance for teachers, role of friends for the non-disabled, the role of companion for the local residents were emphasized. The special educational undertone of the results deduced from this research shows that; first, the Inclusive Education centered on local region has effects in socializing the disabled children. Second, through participation of the non-disabled, the prospect for Inclusive Education plan has been widened. Third, it can be interpreted that accumulated experience of educational contents exposed to the outside brought on the qualitative changes between this mutual relations. For this to be executed, special education support should do more for regional education and corporation. Secondly, the education of disabled should become an area of greater interest of the locals.