학습장애 진단ㆍ평가 및 선정에 대한 실태와 요구 조사

Abstract

Learning disability is a field of special education, but because of its relatively short history and basis, it has more problems than other disability fields. Particularly diagnostic evaluation is one of the most difficult problems. With the establishment of “Act on the Special Education for Disabled People,”the task of diagnosis and evaluation has moved from individual schools to the special education support center of local offices of education, still there remain many problems. This study has intended to suggest effective ways for diagnosis and evaluation for learning disabled children on the basis of the survey on the realities of diagnosis/evaluation in special education which is planned by the special education support center of local offices of education. For this purpose, a survey by questionnaire was conducted of the persons in charge of the diagnosis and evaluation at 40 local offices of education nationwide. The main results of the study suggests as the following: First, the diagnosis and evaluation of learning-disability is conducted based on intellectual ability and learning ability; the largest number of people in charge of diagnosis and evaluation were special education teachers of special schools or the like; trained people who can treat such diagnosis and evaluation are short in number; the terms in learning disability need to be defined accurately and effective evaluation tools must be presented for improved diagnosis and evaluation; more specialized persons have to be secured for the diagnosis and evaluation at special education support centers at the offices of education. Second, the selection of the children for special education is conducted based only on intellectual ability, learning ability and foreclosure norm. Thus, the selection of those for special education requires a clear standard of the state level.