장애학생들의 통합교육 참여를 위한 봉사학습 적용
Introducing a Service-Learning Project to Increase All Students’ Participation in Inclusive Education
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국내에서는 통합학급에 있는 많은 장애학생들이 비장애학생 중심의 학교 운영으로 인해 의미 있는 교육 참여가 어려운 실정이다. 따라서 장애학생들이 통합학급에서 적절하게 교육받을 수 있는 방안들이 마련될 필요가 있다. 본 연구에서는 미국에서 활용되고 있는 봉사학습에 대한 문헌들과 실제 사례를 소개하였다. 봉사학습에 관한 문헌들은 봉사학습이 자기결정력을 강화시키고 학업적·사회적 기술을 증진시킬 수 있음을 보여주고 있다. 또한 일반교육과정 접근뿐만 아니라 지역사회와의 통합에서도 도움이 될 수 있음을 보여주고 있다. 본 연구에 적용된 봉사학습에 관한 사례(벤의 종)는 6주 동안 미국 고등학교 3곳의 미술 수업 시간동안 이루어졌으며, 총 15명의 장애학생들과 같은 수업들에 참여한 20-25명의 비장애학생들을 대상으로 이루어졌다. 프로젝트 실시를 통해 장애학생들과 비장애학생들은 수업에 협력적인 모습을 보여주었으며, 장애학생들은 수업에 적극적으로 참여하는 것을 알 수 있었다. 미술 수업 시간에 실행된 봉사학습의 사례는 봉사학습에서 진행된 “벤의 종” 제작 프로그램이 장애학생들의 일반수업 참여를 향상시킬 수 있음을 보여주었다. 본 연구 결과는 봉사학습이 통합교육에 학업적, 사회적으로 긍정적 영향을 미칠 수 있음을 보여주었다 . 따라서 국내에서도 장애학생들과 비장애학생들 간의 통합교육을 촉진시키고 장애학생들의 일반학급 수업 참여를 향상시킬 수 있는 봉사학습과 관련된 실제적인 연구들이 많이 이루어져야 하겠다.
Abstract
In South Korea, the number of students with disabilities who receive inclusive education has increased. However, the opportunities for students with disabilities to participate in meaningful inclusive education with students without disabilities and to have access to the general education curriculum is still limited. This program description presents the application and potential positive outcomes of service-learning by introducing an inclusive high school service-learning program (i.e., the Ben's Bells Project) in the USA. Four art classes at three different high schools were involved over a period of 6 weeks. Fifteen students with disabilities participated in the project and collaborated with 20-25 students without disabilities to provide a service to the community. The case of “Ben’s Bells” suggests that it was an effective tool for students with disabilities in inclusive classes. All of the students were able to develop skills within the art curriculum and provide a meaningful service to the community. This manuscript demonstrates that the students with disabilities were able to have greater access to the general education curriculum and to their peers without disabilities though service-learning. Therefore, in order to support the meaningful participation of students with disabilities in inclusive classrooms in South Korea, studies are needed to examine the implementation of service learning that reflects Korean contexts.
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