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통합된 중도장애학생을 위한 기준중심 진단-책무성 체계의 실행 : 대체 진단(Alternate Assessment)을 중심으로

Standards-Based Assessment/Accountability System for Students with Significant Disabilities in Inclusive Schools : Implementing Alternate Assessment

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초록

본 논문은 현재 미국의 통합교육 현장에서 일반교육과정의 기준을 중심으로 장애학생들의 교육 성취를 진단한 후 그 결과에 대한 책무성을 모든 관련인들에게 묻는 기준중심 진단-책무성 체계에 관해 고찰하였고, 세부적으로 중도장애학생을 위한 대체 진단의 실행을 중심으로 살펴보았다. 먼저 기준중심 진단-책무성 체계의 특성을 실행의 목적 및 원칙, 장애 학생에 대한 함의 측면에서 살펴보았고, 대체 진단의 개발 및 적용에서 논의되는 현안을 대체 진단의 적격성, 내용, 수행 측정 방식 및 교수 실제와의 연관성으로 구분하여 검토하였다. 이를 토대로 한국의 중도장애학생 통합교육 현장을 위한 네 가지 제언을 도출하였다.

Abstract

This paper reviews the body of research on standards-based assessment/accountability system for students with significant disabilities, represented by alternate assessment. The characteristics of the system are initially examined in light of the purposes and principles to keep on the way to implement it, followed by its effects on students in needs. Distinct issues on implementing alternate assessment to students with significant disabilities in inclusive schools are focused in detail on its eligibility, contents, performance-measuring options, and ways to link the whole process it requires with instructional practices. Given the empirical evidence from related research, several suggestions which are believed to be of value for Korean teachers and practitioners are discussed into establishing a single-belief system for the education for all, linking general curriculum standards with an individual student's instructive needs, embedding the requirements of alternate assessment into students' IEPs, and empowering all stakeholders.

참고문헌 (46)

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