특수교육대상자 특수학교 배치 현황의 국제 및 국내 분석
Cross and Within National Differences in Special School Placement of Students with Special Needs: An Empirical Analysis
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연구목적: 본 연구는 특수교육대상자의 특수학교 배치 분리교육 현황의 국제적 상황과 국내적 현황 및 추세를 탐색하여 우리나라 특수교육대상자 배치 옵션에 대한 정책적 시사점을 찾는데 그 목적을 두고, 국외 28개국과 국내 17개 시·도교육청을 연구대상으로 하였다. 연구방법: 본 연구는 순차적복합연구방법을 채택하여 양적 통계 분석후 이를 질적 분석, 해석하였다. 국가별 및 국내 분리교육 현황은 기술통계를 사용하였고, 각 국가의 사회, 경제적 요인과 분리교육 비율의 관련성은 피어슨적률상관분석을 사용하였다. 국가의 사회경제적 요인과 분리교육 특성에 따른 국가별 분류를 위해 위계적군집분석을 적용하였으며, 군집분석 후 나누어진 군집별 변수의 차이를 확인하고자 일원변량분석을 실시하였다. 연구결과: 첫째, 28개 선진국의 특수학교 배치 분리교육 비율은 평균 1.54%로, 국가별로 0.03%에서 8.56%까지의 편차를 보이고 있었고, 우리나라의 비율은 0.38%로 28개국 중 아주 낮은 비율을 나타내었다. 둘째, 각 국가의 사회경제적 여러 요소 중 인구밀도가 특수교육대상자의 특수학교 분리교육 비율과 정적인 상관관계를 나타내었다. 셋째, 인구밀도, 국민총소득, 분리교육비율, 특수교육대상자비율에 따른 28개국은 다섯 개의 군집으로 나눌 수 있었고, 우리나라는 이탈리아, 일본, 네덜란드, 스페인, 영국과 동일 군집에 속하였다. 이 군집은 높은 인구 밀도와 낮은 특수교육대상자비율을 특징으로 하며, 분리교육비율은 국가별로 상이하였다. 넷째, 국내 특수교육대상자비율은 2001년 이후 15년 동안 전체학생의 0.64%에서 1.33%로 두 배 증가하였지만 분리교육비율은 0.29%에서 0.38%로 소폭 증가하였다. 다섯째, 국내 17개 시·도별 분리교육 비율은 0.24%(경기)에서 0.63%(충북)으로 지역별 편차를 보였다. 결론: 28개국 및 국내 시·도교육청의 비교를 통해 국내 특수교육대상자 분리교육 정책의 시사점을 도출하였고 다양한 형태의 분리교육 체제 모색을 제안하였다.
Abstract
Purpose: This study investigated the trends and situation in the placement of special schools for students with special education needs. Twenty-eight cross-national and 17 within national data of Korea were selected and analyzed. Method: The study utilized a sequential mixed methods design, in which I quantitatively analyzed statistical information from the administrative databases, followed by qualitative analyses based on these patterns and relative information. The study employed descriptive statistics, Pearson's correlation coefficient, and hierarchical clustering, followed by ANOVA analysis. Results: First, the mean ratio of special school placement was 1.54% in 28 developed countries, varied from 0.03% to 8.56%, and the rate of Korea was 0.38%. Second, the population density among the socioeconomic factors of each country showed a statistical correlation with the ratio of segregation. Third, 28 nations could be divided into five groups based on its population density, gross national income, segregation ratio, and the nation’s special education coverage. Korea belongs to the same group with Italy, Japan, the Netherlands, Spain, and England. Fourth, the percentage of students with special education needs in Korea has doubled from 0.64% to 1.33% for 15 years after 2001, but the ratio of segregation increased slightly from 0.29% to 0.38%. Fifth, the ratio of segregation by 17 provinces in Korea varied from 0.24% to 0.63%. Conclusion: The implications and suggestions of these findings for policy and future studies were discussed.
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