불일치모형과 중재반응모형을 넘어서 : 학습장애의 진단을 위한 새로운 통합 모형의 제안을 중심으로
Exploring an Integrated Model for Identification of Learning Disabilities : Beyond the Discrepancy and responsiveness-to-Intervention
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2007년 '장애인 등에 대한 특수교육법'의 제정에 따른 특수교육의 질적 제고와 2004년 IDEA에서 학습장애 진단 모형인'중재반응모형'이 강조되면서 새로운 학습장애의 진단 모형이 마련될 필요가 있다. 이에 본 연구에서는 문헌연구를 통해 학습장애 진단의 중요한 준거로 사용되어 온 '불일치모형'과 최근에 강조되고 있는 '중재반응모형'에 대한 특징 및 문제점을 분석하고 이를 토대로 불일치모형과 중재반응모형을 절충한 새로운 학습장애 진단 통합 모형을 제시하였다. 그리고 결론에서는 새로운 학습장애 진단의 통합 모형이 국내에 적용되는데 따른 예상되는 논의점 및 합의점을 제시하였다. 앞으로는 새로운 학습장애의 진단 모형에 대한 구체적인 논의 및 합의를 바탕으로 학습장애 진단의 실제에 활용될 수 있기를 기대한다.
Abstract
In 2007, Congress passed the law of special education about the disabled and so on in Korea. With this law, researchers and practices must qualitatively meet all students and parents educational desires. For example, the student who have learning disabilities are not except. And in 2004, Congress revised IDEA and in 2006, with this change, USOE made regulations for using the response to intervention model in stead of discrepancy model to determining learning disabilities. Through this change, in the field of LD, there are some dispute where the discrepancy model is suitable or the response to intervention model. Therefore, to understand and apply to these shift from discrepancy to RTI, we have reviewed the study of discrepancy model and response to intervention model and also analyze the study of combined model which is discrepancy and response to intervention. At the parts of results, we present the new learning disabilities model which is combined with discrepancy and response to intervention. And we put the prospecting and discussing some problems which could be raise by many researchers and special education teachers. From now on, we hope that researchers and practicers are going to discuss the problems with our model and consent to new combined model of determining the learning disabilities. And we hope that many researchers will consider our model for determining the learning disabilities and try to find better model.
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