한국 학습장애 정의의 개념 재정립
Rethinking of the Concepts of Learning Disabilities Appropriate to Social Context of South Korea
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초록
이 연구의 목적은 한국의 상황에 적절한 학습 장애의 개념들을 다시 생각해 보는 것이다. 주로 한국적 상황에 초점이 맞추어서 4개 부분으로 이루어져 있는데, 첫째는 한국의 특수 교육 배경에 관한 것이고, 둘째는 한국에서의 학습장애 개념의 법제화, 셋째는 한국에서의 학습장애 수용과 적용에 대한 비판, 그리고 마지막 넷째는 한국의 학습장애 개념에 대해 다시 생각해 보기이다. 이 연구에서 많은 한국 학자들이 미국의 학습장애 개념을 한국화하려는 노력을 살펴보았고, 또한 많은 연구자들이 학습장애 개념을 재해석하여 한국 실정에 맞게 재정립하려는 노력 역시 살펴보았다. 그리고 보다 더 한국적 상황에 맞는, 현장에 적용가능한 개념의 정립이 필요함을 제안하는 바이다.
Abstract
The purpose of this study is to rethink of the concepts of learning disabilities appropriate to South Korean situations. This study primarily focus on the situations of South Korea, and it has four parts: 1) Background of special education in South Korea, 2) the legitimization of learning disabilities in South Korea, 3) critiques on the importation and applications of learning disabilities in South Korea, and 4) rethinking of the concepts of learning disabilities in South Korea. In this study, we found many South Korean scholars tend to apply learning disabilities in United States into that in South Korea. But we also found many scholars have been rethinking the concepts of learning disabilities and try to reconstruct the concepts of learning disabilities appropriate to South Korea. We suggest South Korean scholars should rethink and apply the concepts of learning disabilities appropriate to South Korean situations.
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