특수교육진흥법상의 정서장애교육대상자에 대한 명칭과 정의의 대안적 고찰
The Alternative review about the terms and definition to the emotionally disturbed on the Special Education Promotion Law
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본 연구의 목적은 특수교육진흥법(법, 영, 규칙 포함)에 명시되어 있는 정서장애의 명칭과 행정적 정의의 기능을 가진 ‘정서장애 특수교육 대상자의 진단평가심사 및 선정 기준’에 대한 문제점을 찾고 분석하여 향후 법개정의 내용과 방향을 제시하고자 하는 것이다. 이 연구목적을 위해 특수교육진흥법에 규정되어 있는 정서장애 관련 명칭과 정의의 변천과정을 고찰함과 아울러 정서장애 학교 현장의 문제를 고려하기 위하여 5개 정서장애 특수학교에 취학하고 있는 자폐성 학생들의 현황도 분석하였다. 그리고 미국의 특수교육법에 제시되어 있는 정서장애의 명칭과 정의 그리고 그 변천과정도 고찰하였다. 이러한 과정을 거쳐 도출된 문제점을 중심으로 특수교육진흥법의 향후 개정을 위한 논의와 대안을 제시하였다.
Abstract
This study was undertaken to review about the terms and the definition to the emotionally disturbed on the provisions of the Special Education Promotion Law and ultimately to recommend the direction for the future revision of the law. The major contents and procedures regulated by the Special Education Promotion Law were critically discussed and were compared with the Individuals with Disabilities Education Act in U.S. In the result on this study, the first discussion is relating to the exclude the 'autistic children' from the education for emotionally disturbed. The researcher recommended that include the autistic children to the provision of the developmental disorders such as mentally retarded. The second discussion is relating to the terms that is 'emotionally disturbed'. The researcher recommended that change the term to 'behavioral disorder' or 'emotional and behavior disorders'. The third discussion is relating to the definition on emotional and behavior disorders. The researcher recommended that may have focus the following point when future revision of the law. *consider the prominent behavior than academic achievement. *consider the emotional or behavioral responses in more than two settings such as in school and out of school. *include the normal IQ as the criteria for excluded.
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