특수교육에서의 실증주의와 기타 관점들에 대한 담론
A Discourse on Positivism and Other Perspectives in Special Education
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본 연구는 특수교육에서 주요 철학적 근거로 삼고 있는 실증주의적 접근과 그에 대한 평가, 특수교육의 기타 관점에서 실증주의에 대한 평가, 실증주의와 기타 관점들 간의 관계 등을 탐색하였다. 특수교육에서 장애아동의 판별, 증거기반 중재나 교수, 성취도 검사, 복제연구 등은 실증주의를 기반으로 하고 있다. 실증주의적 입장에 기초하여 과학적 연구 기반을 모색하고 접근하는 시도는 좋지만 지나치게 의존하면 특수교육 서비스 과정에서 아동의 전반적인 측면을 놓칠 위험성이 있다. 실증주의 특수교육은 다른 관점들을 거부할 수 있다. 물론 다양한 입장들 역시 자신에 대한 비판에 영향을 크게 받지는 않는다. 그러나 실증주의 외에 다른 관점들을 거부하면 일부 관점이 지닌 값진 통찰력을 놓칠 수 있다. 특정 결과가 어떤 관점에 의해 본질적으로 변화되지 않고 존속되며 강화된다면 그와 같은 질문은 장기간 유지해온 가설을 검정하는데 유용할 수 있다. 동시에 실증주의와 어떤 방식으로든 양립할 수 있는 관점은 특수아동과 특수교육에 대한 우리의 사고 및 수행에 관련하여 더 많은 정보를 줄 수 있는 통찰력을 제공해 줄 수 있을 것으로 판단된다.
Abstract
Special education is essentially a positivist endeavor. Many aspects of special education can be associated with a positivist stance. Special education assumes that disorders and disabilities are describable as individual phenomena. There is a concern that too great a reliance on positivist approaches could lead to losing sight the whole child who is at the heart of provision. The response of a positivist special education might be to reject any perspectives that differs. The various positions are not, of course, immune from criticism themselves. However, it is hoped that I have demonstrated that to reject all other perspectives than positivism would be to miss some interesting insights. I suggested that the different perspectives in ways quite compatible with positivism can provide insights that can further inform the way one thinks and acts with regard to special children and special education.
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