통합과 분리에 대한 인식론적 접근을 통한 특수교육 실천모형 연구
A Study on Inclusion and Exclusion through Epistemology: Implications for the Service Delivery System of Special Education
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본 연구에서는 통합과 인식론, 인식론에서의 특이성과 보편성과의 관계, 그리고 통합과 분리에 대한 개념을 탐색하였다. 연구결과에서는 통합과 인식론에서의 주관주의는 직접적인 관련이 없는 것으로 제안되었으며, 인식론에서 특이성과 보편성과의 관계는 양립하며, 보편성의 옹호는 일반학급을 포함한 연속적 서비스 전달체제로서, 특이성의 옹호는 개별화 교육으로 제안되었다. 그리고 통합과 분리를 객관주의 패러다임에서 설명될 수 있으며 서로 배타적이지 않은 개념으로 제안하였다. 이와 같은 연구를 토대로 본 연구에서는 인식론에서의 보편성의 강조를 일반교육을 포함한 특수교육서비스 전달체제, 그리고 특이성의 강조를 개별화 교육으로 개념지으면서, 이 두 패러다임의 반토대주의적 접근을 특수교육의 실천 모형으로 상정하였다. 그리고 제안된 모형은 끊임없이 앞으로 수정되고 보완되어야 함을 전제로 하였다.
Abstract
There are no themes more widely debated than inclusion and exclusion. This study aimed at exploring what inclusion means in epistemology, universality and specificity in epistemology, and relationship between inclusion and exclusion. And through these process, it was tried to construct a service delivery system of special education. It seemed to be an misunderstood that inclusionists refused universality in epistemology and separation, and extolled specificity in it and inclusion. It is suggested that while inclusion is not directly related to epistemology. it is related to moralism. There were many perspectives to criticise simple dichotomies of universality and subjectivity in epistemology and to reconcile them. According to them, there exists no unique human nature without universality, or there is no universal human nature without particularity. It was suggested that separation and inclusion could be compatible with each other. Standards such as IQ tests not necessarily lead to separation, and sometimes they lead to inclusion. Finally it was suggested that we could have a service delivery system of special education both subjectivity paradigm for individualized education and objective paradigm for continuous delivery system including inclusion and exclusion.
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